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^-^MI^^^^S,. ■»..«»^^^, .«»■«« 



^rm^ritf 9^he Juvenile Insirmtor 

VOL. 65 


JULY, 1930 

jl NO 7 • i 




Union Pacific Stages 


West Yellowstone 
Zion Park — Bryce Canyon — Grand Canyon 

Los Angeles and California Points 

8:00A.M. 6:15 P.M. 

Denver — ^Kansas City — St. Louis — Chicago 

3:00 P. M. 12:01 A. M. 

Pocatello — ^West Yellowstone — Portland — Spokane 

7:00 A. M. 2:00 P. M. 6:30 P. M. 



Phone Was. 6231 

144-146 E. Broadway 


J Stands f or DAYNES.,. 


...two words that have been closely 
connected during 6S Years 


throughout the Intermountain Country for 
good diamond values. Many come from afar to make 
diamond purchases from this old reliable firm. 

We arc sliowing on exceptionaUy fine display 
of diamond rinsrs 

$25 to $500 






128 MAIN ST. 

Bond O' Love 

3/8 Carat fine blue 
■white diamond In ISK 
band carved white gold 





$15.00 per month — $40.00 three months — $75.00 six months 

$5.00 per month — $13.50 three months — $25.00 six months 

THE INSTRUCTOR, Vol. 65, No. 7 

Publlahers: Daaeret Sunday School ■Onion. 44 East South Temole Salt LaWa mtv TT*oh 
Publl«hed th« first of every month at Salt ^fce City, Utah. PHcell 60 a^^. ^^^^kbY. In 



Entered at the Post Office, Salt Lake City, as Second Class matter 

tobe^°3!'?S??.'luthorrztd"of Kly^'.' ^if''^ °' ^°'*"^'' *'™"*''^'^ '°^ *° ^-"«° !"»• ^«t of Oe 
Copyrifht. 1930 by Heber J. Grant, for the Deseret Sanday School Union. 


Group of "Nations" from the Pageant "Message of 

the Ages" (Frontispiece 

Thorns (Poem) Linnie Fisher Robinson 401 

Echoes from "The Message of the Ages" (Illustrated) 

George D. Pyper 403 

Latter-day Saint Hymns 408 

Editorial — A Disapproval 410 

Junius F. Well: A Personal Tribute 411 

Signs of the Times J. M. Sjodahl 413 



Always Fresh at Your 



Butter — Cheese — -Eggs 

Our OottBKtt Cheeae Best la tlie "World 


Serves Eleven Western Sutet 

Sunday School Departments 4j5 

The Beauty of Friendship 429 

Ex-President Coolidge's Estimate of Religion 438 

Chipmunk Dolls Georgiana Angell Millett 449 

Spiders Forecast Weather Earle W. Gage 451 

The Budget Box 452 

Polly Winkums 454 

The Funny Bone 455 

* * and it 
SO good! 

It looks good . . a perfectly formed 
loaf in the convenient, easy-to-slice shape 
. . . .but after all, the ilnal test is the 
tas^e! And Long Royal pleases the most 
critical buyers with its delicious, fresh, 
wholesome flavor. Better ingredients, more 
skillful baking . . . does it. Fresh at 

your grocer's every day. 


better bread . . . better baked 


Little Visits from the Aditorium 

The celebrated Geisha Brand is the longest established Japanese Crab meat and the 
best known to the consumers abroad. It has won the leadership among the trade and 
it is the best and most dependable brand. Geisha Japanese Crab called the "Queen 
of Sea Food" is commonly found at cod-fish ground. The principal crab fishing 
grounds are in the seas of Hokkaido and Karafuto. Along the sandy shores of the 
above as runs the clean, cold turquoise-colored current. There inhabits an extra- 
ordinary crab of the deep-sea species which cannot be found in any other seas in the 
world, and which is known as the Queen of the Sea Food. Living in the cold depths 
of the semi-arctic sea, unpolluted and free from germs of any kind, these crabs attain 
enormous size and unlike the small crab that inhabit shallow waters, yield large pieces 
of clean, beautiful, tender meat, of delicious flavor. Such is the celebrated Geisha 
Brand of Japanese Crab-meat. It is packed under the most sanitary condition. Ask 
your grocer for Geisha Crab-meat. 

The fair-dealing policy of the Daynes Jewelry Company, and hard work, have been 
responsible for the growth of one of Salt Lake's largest institutions. A mail-order 
department is a feature of the service given by Daynes Jewelry Company and a free 
monthly magazine can be had for the asking. Mr. Daynes is the originator of the 
individual sacrament sets and since the Driginal sets were made, many improvements 
have been made. Several hundred wards are using Daynes Sacrament Sets. 

One very important thing that Portland Cement can do is to make a pavement that 
costs the least, lasts the longest and is the smoothest to ride over. This pavement 
saves us money because it saves our tires, takes less gas to drive over and helps to 
keep our automobile from wearing out. And here is something else about Portland 
Cement that makes it a magic powder. Not only does it make concrete that is so hard 
it cannot wear out, — ^it can't bum either, so that now we can build homes and bams 
and poultry houses and not have to worry for fear they will catch fire and bum up. 

The manufacturers of Sego Milk are the pioneers of evaporated milk in the intermoun- 
tain section. Sego Milk is manufactured at Richmond, Utah, Buhl, Idaho, and at Gait 
and Salinas, Calif., and the plants of this Company are among the largest and finest 
in the world, Sego Milk is pure, fresh, whole cows milk. Nothing is added to it 
and the only thing taken from it is about 60% of the water. It is sterilized in 
sealed cans and with all the bacteria destroyed, it certainly is a safe milk, and is 
more easily digested than ordinary milk. Use Sego Milk in all your cooking — ^it is 
cream's rivaL 






The Descrct News 

29 on Richards Street 
Salt Lake City, Utah 

Pure Sego Milk 

Helps to Make Good Citiscna 


3 cups flonr 

4 ams^ 

1 cup Sego Milk 
1 cup Tvater 

1 teaspoon cream of 

h teaspoon soda dis- 

«i«Ived in a little 

■warm irater 

2 tablespoons susar 1 teaspoon salt 

•Bdafl *"Kffs; add Sioux, milk, ^^iiter, 
sugar, salt and cream of tartar and 
beat smooth. Lastly add soda dissolved 
In Tvarm water and fry in gireased 
waffle irons. 


"Dairy Barn 


and . . . how to 
build them" 

is the title of a useful 

booklet which we will 

send you free . . . 

on request 



FOR P X3 R BI A ?r E: N C IB 

BfcCornicfe Buildlne 
Salt I^ake Ctty 





they can remodel their home 
this year — ^thanks to their 


By persistent effort anyone can build up a Sunny Day Fund — a sum 
of money equal to at least six months earnings kept on deposit in 
the savings department of a First Security Corporation bank. 
With such a fund of ready cash you are prepared for opportunities 
or emergencies as they come. 

Bank by mail or in person with any of the following: 


Salt Lake City Ogden 



Idaho Falls, Idaho 


Boise Pocatello, Blackfoot, Ashton, Montpelier. Shoshone, Hailey, Preston, Gooding. Jerome, Rupert, 
Mountain Home, Nampa, Emmett and Payette, Idaho; Rock Springs, and South Superior. Wyo.: 
Richmond, Hyrum. Magna. Garfield and Bingham, Utah. 

Jf irsJt ^ttnxitv Corporation 

Largest Intermountain Banking Organization 


*H n il— »||^^||»»ll| !■! n il 1|»1MH^ 

" I* •-^> ■— ^(1 ^^ II «i_» (1^»| |.^_tl — ^11 — IC-^-l I «— »l 1^^ 1 1 — II ..MM I f 



By Linnie Fisher Robinson 

He who would fill his calling well, 
E'en though he do it fit to crown, 

Finds that his berth is pierced with thorns 
When he each night would lay him down. 

For never in a mortal frame 

Has man been born who need not learn, 
Nor can he ever know the time 

That he has made a perfect turn. 

Nay for the better that he does, 
Ten betters for that one are born. 

Nor can he rest who sees the new 
And so he chafes upon a thorn. 

He speaks a word, another comes 
More fitting that he should have said ; 

He does a deed, before him shines 
A better way- — with thorns ahead. 

New thought rewards the outward act, 
'Tis grace for grace that man receives. 

Who slowly on that briary path 
Treads led by all that he believes. 

II ^^— 1*^^— 1 1^^— «l^^— II ^^— 11*^^ I !•« 

-11 H 11 ■ ill^^lt — I H 11- 


Louis Bruck-Lajos, of the Modern 

Hungarian School painted this picture of 

"Ruth Gleaning in the Field of Boaz." 

It is reproduced from a photograph by 

' i^c^ i Braun, Clement & Co. of Paris. i yss^M s 

'^i jgj 












Vol. 65 

JULY, 1930 

No. 7 

Echoes from "The Message of the Ages" 
By Geo. D. Pyper, Chairman of the L. D. S. Pageant Committee 

When the last curtain closed upon 
"The Message of the Ages" and I came 
down to earth, so to speak, I faced a 
desk stacked with unanswered letters, 
a delayed magazine and a pile of un- 
finished work that required many days 
to straighten out. I had no time to re- 
flect upon the great pageant. But now. 
on the deck of the steamship "Manoa," 
bound for the Hawaiian Islands, with 
all cares behind me, and eyes searching 
a seemingly endless sea, I seem to get 
an echo of the big celebration and won- 
der if it is really all over and a thing" 
of the past. Though it is more than a 
year ago, it seems only yesterday that 
Elder George Albert Smith, chairman 
of the Church Centennial Committee 
came into my office and said, "Brother 
Pyper, we have a mission for you." Of 
course visions of long journeys to for- 
eign countries instantly crossed my 
mind, but my fears were overcome 
when he said, "We want you to be 
chairman of a committee to prepare a 
great Pageant- Parade to be given in 
1930 in commemoration of the one 
hundredth anniversary of the organiza- 
tion of the Church." I breathed a sigh 
of relief yet had a lingering fear that 
the responsibility of such a mission 
might be greater than that of a foreign 
one, and later this fear was fully real- 
ized. However, I accepted the call 

and a committee was formed, consist- 
ing of Elders Junius F. Wells, W. O. 
Robinson, Elbert H. Eastmond, Mrs. 
Irma Felt Bitner, Charlotte Stewart, 
with myself as chairman. We went 
immediately to work and outlined a 
very elaborate street parade involving 
ten thousand marchers and fifty great 
floats. These marchers were to include 
the various quorums of the Priesthood, 
the nations of the earth, auxiliary or- 
ganizations of the Church with floats, 
bands, singing clubs, etc., illustrating 
phases of church history, organization, 
and activities. However, in making a 
survey of weather conditions for the 
last fifty years, Mr. Alter's office dis- 
closed the fact that there was only one 
chance in seven for good conference 
weather, and as the authorities desired 
the celebration to take place April 6th, 
we were advised not to take the chance 
but to abandon the idea of an out-door 
parade and in its place prepare an in- 
door pageant. 

The summer holidays came on — and 
it was September before we again got 
down to serious work. Miss Ann Neb- 
eker was added to the committee. We 
met two or three times a week and by 
November had the general outline well 
worked out with the necessary scenes 
and scripture quotations. A musical 
score was necessary for the production 



Jvly, 1930 

and the following were added to the 
committee: Anthony C. Lund, Tracy 
Y, Cannon, Leroy Robertson, Lester 
Hinchcliff and Frank W. Asper. A. 
Hamer Reiser was made secretary. 

The t6xt was prepared by the va- 
rious members of the committee and it 
was now found necessary to engage 

My mind now turns to the momen- 
tous days that followed the completion 
of the book, in assembling the massive 
production. How to do it was a prob- 
lem. It was finally decided to work 
through the presidents of near-by 
stakes and bishops of wards. A meet- 
ing of the presidents of Ensign, Salt 


someone to unify and connect the work. Lake, Liberty, Pioneer, Granite, Grant 

Very happily Sister Bertha Anderson 
Kleinman, of Mesa, Arizona, was re- 
commended for the work, and very 
fortunately she accepted the task. She 
came to Salt Lake soon after January 
1st, and spent a month with the com- 
mittee. The text was overhauled again 
and again and Sister Kleinman wrote 

and Cottonwood stakes was called and 
each was pledged to furnish a group 
of men and women for the Sinai, Ser- 
mon on the Mount and Book of Mor- 
mon scenes. The pioneer actors were 
supplied by the Liberty and Ensign 
stakes, the Priesthood groups by Salt 
Lake. The Nations were assembled 

and rewrote the epic and lyric poetry through the representative leaders 

until the committee was satisfied. From 
time to time the outline was submitted 
to the general committee and to the 
Twelve and approved. Valuable sug- 
gestions were offered by the general 
committee and by Dr. James E. Tal- 
mage, Orson F. Whitney, and B. H. 

from the various countries. The Re- 
lief Society, Genealogical Society, 
Temple Workers, and Auxiliary Asso- 
ciations joined in supplying members 
for the last scene. The L. D. S. High 
School did noble work in designing and 
furnishing students for the beautiful 

Roberts. Poetry from Orson F. Whit- plastique. 
ney's "Elias," and a few verses from After an enthusiastic meeting of 
the pen of Theodore Curtis were used, those called by the Stake Presidents, 
Dr. Talmage was largely responsible rehearsals began February 14th, some 
for the comprehensive titles given the groups meeting in the Bishop's Build- 
prophets as printed in the text, ing, others in the Joseph F. Smith me- 


morial building. At the same time 
the Tabernacle Choir of over 300 mem- 
bers was brought into service. Broth- 
er Robertson wrote the beautiful mo- 
tif which was used at the beginning of 
each dispensation and other musical 
settings were taken from the works of 
the great masters — "The Creation," 
"The Messiah," "St. Paul," etc., while 
the hymns and anthems were by our 
own composers — John Tullidge, Geo. 
Careless, A. C. Smyth, Evan Stephens, 
and Arthur Shepherd. An orchestra of 
25 students from the McCune School 
of Music, augmented with 17 profes- 
sionals headed by Arthur Freber, and 
put in practice by Frank iW. Asper was 
organized. Tracy Y. Cannon played 
the organ accompaniments. 

Then began planning for the mechan- 
ical devices and eflfects necessary for 
the production. The stage furnished 
a big problem. The services of the 
Church architects were freely offered 
by the First Presidency and Joseph, 
D. C. and Cannon Young did splendid 
service. At first rather small platforms 
were designed to be reached by ramps, 
but as the big scheme gradually un- 
folded the great stage as finally built 
was planned and when it was approved 
by the authorities, our committee, fig- 

uratively danced around the table. It 
spelled success for our great undertak- 
ing, for the pageant could not have 
been worked out on any other stage. 
There were four platforms extending 
from gallery to gallery connected with 
steps all the way across and ascending 
nearly half way up the great organ. 
Enough lumber was used in this stage 
to build three houses. Draperies and 
lighting effects were our next consid- 
eration. Great care was required in 
deciding upon the best color for drapes, 
in order to harmonize with the cos- 
tumes. Grey was finally selected. Three 
curtains and a backing were required 
and approximately 5000 yards of ma- 
terial were used. The lumber stage 
was first covered with heavy carpet 
• lining and upon this was placed Indian 
head muslin dyed the same color as 
the drapes. This helped the magnifi- 
cent color scheme. All approaches were 
covered with carpets to deaden the 
noise which would otherwise have been 
made by the hundreds of feet constant- 
ly on the go. 

To secure an adequate lighting sys- 
tem a new cable had to be run from 
the light plant station to the Taber- 
nacle and a gridiron the entire size of 
the mammoth stage was constructed of 


406 THE INSTRUCTOR July, 1930 

gas pipe screwed together i.. squares ters arc lurbulent, somewhat reminding 
and suspended from the ceiUng with me of the state of my soul when we 
cables. Upon this network of gas pipes called the first rehearsal m the Taber- 
hung upwards of a hundred spot lamp.- nacle and I saw that the who e center 
(500 and 1000 watts), draperies and (loor of the buildmg was filled with 
paraphernalia. Switchboards and dim- our actors. Could we ever get these 
mers from the dismantled Salt Lake people on and off the stage without 
and American Theatres were used and congestion? Was it possible to put it 
electric energy greater than that used over"? My heart would have failed 
in any four of the largest theatres in me had it not been for the encouraging 
Salt Lake City was required. optimism of our wonderful committee. 
Costuming 1200 people in different Dressing rooms were assigned — the 
periods of the world's history, too, was women in the Assembly Hall connect- 
no small job. It required the energy, ed with the Tabernacle by a _ long 
patience and ability of th,; whole com- weather tunnel awning — the men in the 
mittee, up to the very last minute prior rooms underneath the stage. "Call 
to the opening performance to select boys" and "call girls" were appointed 
these and properly distribute them, to give the various groups warning of 
Histories, plates, books were searched the time to go upon the stage ; "make- 
to properly dress the characters. Ev- up" men and women were assigned, 
ery available local costume house and Instructions were given by bulletins 
establishment was brought into requi- printed and distributed each evening or 
sition — the Salt Lake Costume Com- two as it was impossible to reach all 
pany, the Hillam Costume Shop, the the groups in any other way. 
Hermoine Shop, the BY U of Proyo ^^ ^^^^ ^^^^ ^^^ eventful moment— 
and L. D. S. High School domestic ^^^ ^^^^ performance ! We knew that 
departments, etc. Costumes were bor- ^^^ authorities had relied upon us to 
rowed from private collections, those . ^ ^ production that would do honor 
of Elbert H. Eastmond and those con- &^, the great occasion and we keenly 
trolled by Miss Stewart, Mrs Bitner, ^^^^ the responsibihty. As the lights 
the M. I. A., Relief Society and o hers. ^^^^ ^^^ ^^^ ^^^^ ^^^^ trumpet calls of 
Many were made by the National j^^^^^^^^.g effective motif echoed 
^Tli.e said nothing about the Ad- through the Tabernacle a silent prayer 
vertising, Ushering, and Admission went up from the heart of every mern- 
schemes, the Boy Scouts, the prepara- ber of that pageant committee that 
tion and distribution of programs, their efforts might not fail. 
These are stories worthy of entire ar- Just how wonderfully those prayers 
tides. were answered is well known by up- 
As I make these notes the wind is wards of two hundred thousand people 
whistling around our ship and the wa- who attended the performances. 

The Call of Prayer 

By Linda S. Fletcher 

Each day a special summons comes On, on I float; nor right or left 

From the bright Throne beyond the ak. Look; but upward e'er I press, 

A message for my soul alone, Knowing that One who waits me there 

A Heaven-spolKn call to prayer. Has healing balm my hurts to bless. 

I wing the opened, silvery path, Though solitary I may be, 

Bordered by fragrant asphodels; My thoughts with Hmi I freely share 

While peace enthrones within my heart And know I'll never walk alone. 

And fear and lonliness dispeUs. While I can hear the caU to prayer. 




The "Mormons" fortified the summit of the bluffs to repel the threatened 

Invasion of Johnston's Army in 1857. 
Two Sketches by Wm. H. Jaclcson in 1S66. Used courtesy of the Oregon Trail 
Memorial Association, Howard R. liriggm. President. 

Latter-day Saint Hymns 

"School Thy Feelings" 

(From Millennial Star) 

The hymns of Charles W. Penrose confidently looked forward to the time 
furnish evidence of what in literature when he should gather with the Saints 
is a very unique power— the power to in Zion. He had nearly realized his 
create on atmosphere entirely different desire several times, when something 
from that to which one is accustomed in would occur to thwart his plans. At 
daily life, an atmosphere wholly un- a moment when he felt sure of his re- 
familiar to the author from actual lease from the duties of a missionary, 
contact. he was told that he could not yet be 
It is the thing Shakespere did in spared. Disappointment, coupled with 
"Romeo and Juliet;" the thing Lew deep yearning for the Zion that must 
Wallace, who had never visited Pales- a little longer be denied him, quickened 
tine, didin"BenHur;"andtheaccom- his originality, and he wrote "O Ye 
plishment of John Drinkwater in Mountains High." Truly, his imagin- 
"Abraham Lincoln." ation was assisted by descriptions that 
English by birth, Mr. Drinkwater fell from the lips of the elders from 
has caught that which is distinctive in Zion, as well as by photographs they 
the character of Abraham Lincoln, as carried to show to people in distant 
well as that which is marked in parts. Even so, the writing of the 
American Life, and has created a hymn must always be a niarvel and a 
drama that the Americans acknowledge wonder. 

as one of American life. Such mental President Penrose's most exquisite 
feates are almost unthinkable |to a number is, perhaps, '"Blow Gently, 
person without imagination, and one Ye Wild Winds", sung to the popular 
believes them mainly because seeing is ^ir "Flow Gently, Sweet Afton." 
believing. President Penrose had been in the 
"Up! Awake, Ye Defenders of valleys of the mountains but a very 
Zion," the battle hymn of the Latter- short time when a mission returned 
day Saints, was written in London him to his native land, England. He 
about four years before its author, had left his family in humble circum- 
President Penrose, sailed for America, stances in Logan, Utah, and the mem- 
In the composition he embodied in ory of winds that had partly de- 
words of life and fire the surging emo- molished a home in Farmington, Utah, 
tions of his people, who were under- where he once lived, haunted him; 
going trial and test in their mountain and as a result came forth this beautiful 
home. hymn. It is one of the choice poems 
"O Ye Mountains High," another of "Mormon" literature, and confirms 
Latter-day Saint favorite, he also com- beyond a possibility of a doubt Pres- 
posed several yeacs before he left his ident Penrose s right to be called a poet, 
native land. It is a little short of a Our present study, "School Thy 
miracle that a poet seven thousand Feelings", was written in Birming- 
miles away could reproduce the Intel- ham, England, in 1860, under the fol- 
lectual and emotional life of a people lowing circumstances : 
so widely separated from him. Elder Penrose had labored in the 
For ten years Elder Penrose had Birmingham district of the British 

July, ipjo 




Mission for ten years. To make the 
Chunch ioffice more attractive and 
comfortable, he had placed some of 
his own furniture in it. Later, when 
■this was no longer needed, he moved 
it back to his own home. Some of the 
people, given to gossip, circulated the 
scandalous sitory that the presiding 
elder had taken furniture belonging 
to the Church. This false accusation 
stung President Penrose to the heart; 

he sorrowed deeply, no doubt feeling 
the unpleasant affair an unjust judg- 
ment after his years of devoted ser- 
vice in the ministry of the Church. 

George Pilot tells us that literature, 
like the pearl the oyster secrets dur- 
ing its malady, is frequently the off- 
spring of suffering. "School Thy Feel- 
inge" was begotten in pain and mental 
struggple, and was written by President 
(ConUnued on page 420) 


rrTTT- TTVTCrr-DTirT'm? George D. Pyper 2nd Asst. Genial Supt. 

THE INSTRU C 1 UK John F. Bennett General Treasurer 

, , Albert Hamer Reiser General Secretary 

Formerly the Juvenile Instructor 

Organ of the Deseret Sunday School Union mimbeks of the general board 

President Heber J. Grant, Editor . , „ McKay Alfred C. Rees 

Geokge D. Pyper, Associate Editor Steohen *L Richards Robert L. Judd 

Albert Hamer Reiser, Business Manager g."^^' q pyp^^ Charles J. Rosa 

=. ,, , '^ John F. Bennett Frank K. Seegmiller 

Published Monthly at Salt Lake City, Utah, by George M. Cannon Albert E. Bowen 

The Deseret Sunday School Union. Horace H, Cumraings P. Melvin Petersen 

Price $1.50 a year, payable in advance William A. Morton Albert Hamer Reiser 

■ ^ ■ ■ ' , ^ ^ „:: ~ Henry H. Rolapp George R. Hill, Jr. 

Entered at the Post Office, Salt Lake City, as jj^^ard R. Uriggs Mark Austin 

Second Class Matter. Milton Bennion Elbert D. Thomas 

— — — — — Charles H Hart Joseph Fielding bmith 

Acceptance for mailing at special rate of postage ^^^^ g ijennion George A. Holt 

pr(fvided fen- in Section- 1103, Act of October i, ^.d^ArA P. Kimball James L. Barker 

1917, authorised on July 8, 1918. Tracy Y. Cannon J. Percy Goddard 

— ; — 7~1 IT T. Albert Hooper Jcijse K. S. Budge 

Copyright, 1930 by Heber J. Grant, for the T)a.wiA. A. Smith 

Deseret Sunday School Union. 

^ — ^ DEPARTMENT associates 

Officers ^f the Deseret Sunday S^W Umon ^^^^ Tessie^Giauquc 

Et^The^n L^f chords- : : ; : •iVt-As^t.-G^n^ a lug: me. Witbeck Lucy Gedge Sperry 

Vol. 65 JULY, 1930 ' ^°- ^ 

A Disapproval 

Last night, I attended a week-day 
service. The singing both by the con- 
gregation and the soloist, was very 
commendable and aopropriate. At the 
commencement of the first song my at- 
tention was directed at once to the 
pianist as well as to the soloist. With- 
out a moment's delay after the presid- 
ing officer announced the hymn, she 
began the prelude. Her touch and ex- 
pression revealed her skill. Her ac- 
companiment to the soloist added 
greatly to the impressiveness of the 

song. _. . 

But immediately after the rendition 
of that number, the pianist gathered 
her music, put on her coat, and left 
the meeting. The presiding ofificer, be- 
ing a man who loves order, made no 
further announcements either of speak- 
er or singer until she had passed out 
of the door. And the audience waited 
in silence. When the second song was 
announced, I ctinclu'de'd that the solo 

had been crowded into the usual open- 
ing exercises just to suit the pianist's . 
convenience, and not as a spiritual con- 
tribution to the meeting. 

Although the pianist's part on the 
program was very commendable, yet 
much of the inspiration awakened by 
her skill was chilled in me when I saw 
her turn her back on the worshiping 
assembly. If others were impressed 
as I, they wondered if her leaving the 
audience was prompted 

1 . by a desire not to fellowship those 

present ; 

2. by a disdain for the purpose of 

the meeting ; or 

3. by a previous appointment that 

necessitated her taking a re- 
gretful leave. 
Even the thought of the first two 
would counteract any spiritual awaken- 
ing that her music might have pro- 
duced. Everybody resents a better- 
than-thdu attitude ; and most certainly 

July, 1:930 



no one who is not in sympathy with 
the purpose for which a meeting is 
called will contribute to the interest of 
the meeting by participation on the 
program, particularly if the partici- 
pant's antipathy be known by those 

There are occasions, of course, 
which necessitate one's leaving a meet- 
ing before its dismissal, or which jus- 
tify one's coming in late; but fortu- 
nately, for the good of all assemblies, 
these occasions are exceptional, and 
should be avoided whenever possible. 
In the instance referred to above, the 
soloist had another engagement; and 
it was due her that the audience should 
have been so informed. 

But, why ask one to fill two or more 
appointments at practically the same 
hour? To do so is not fair either to 
the soloist or the audience. The for- 

mer fails to be benefited by the spirit 
of either meeting she attends, and not 
infrequently her leaving or her coming 
in late counteracts the good she con- 
tributes to the program of exercises. 
Talent is not so scarce in the Church 
that we need to overburden anyone. 
Indeed to do so, is to act contrary to 
the very genius and purpose of the 

May we not, therefore, with propri- 
ety, suggest to Sunday School officers 
particularly, and to other presiding au- 
thorities generally, that the practice of 
inviting those to participate on the pro- 
gram who cannot remain for its com- 
pletion be discontinued. We ofifer this 
suggestion in the interest of the par» 
ticiDants themselves, out of deference 
to the assembly, of respect to others 
who take part in the exercises, and of 
reverence for houses of worship. 

Junius F. Wells: a Personal Tribute 

By Geo. D. Pyper 

"Very sad about your old friend, 
isn't it?" said an acquaintance, as I 
passed the Hotel Utah. 

"What do you mean?" I asked. 

"Why, Junius F. Wells passed away 
this morning." 

To say that I was shocked would be 
putting it mildly. I could hardly be- 
. lieve him, for I had talked with Junius 
only a few hours before. He was a 
member of the L, D. S. Pageant Com- 
mittee, of which I was chairman, and 
came to my room in the Church Office 
building the evening before. He said 
he had made promises of some pageant 
tickets to some hotel friends and feared 
he could not get around to secure them 
as he was not well. I told him I was 
very busy but would try and get some 
for him. As he turned to go he said 
"George, I'm a very sick man," but as 
he was walking around I thought it 
was only a temporary illness. I was 
successful in getting the tickets he de- 
sired and left thera at the hotel office at 

412 THE INSTRUCTOR July, 1930 

seven o'clock that evening. I don't (his money) went for prizes. I had 
know whether or not he attended the the honor of assisting in one of these 
pageant that evening but he must have contests, when I became manager of 
gone to the office for the tickets as the magazine. Our relations while as- 
some of them were found in his room, sociated together were always pleasant. 

T UiUiUi. J 4-u He sent me from New York during 

I could not help but ponder over the ^^ ^^^ Contributor 

many prominent men close friends of beautifully bound by Putnam's Sons 

mine who had Passed away very sud- Company ; also a set of Putnam's 

denly. Horace G. Whitney was taken t^ ■ Y u 1 ■ tu^^^ of in ^A^r» 

in a moment. Osborne J. P. Widtsoe Knickerbocker series. These s ill adorn 

fell in the midst of his friends. Con- W library. He was extremely gener- 

way Ashton, a member of the General ous-too generous sonietimes for his 

Board, had his life snuffed out in a own good. He often said he saw no 

flash. Spencer Clawson passed away g^^d use for money except to spend 

suddenly in a doctor's chair; Doctor [^^-a maxim that was probably agamst 

Ephraim Gowans, a former member of his financial success. , . . ' 

our board went quickly; Charles B, ^ T^e outstandmg characteristic of 

Felt was taken ill while on a Sunday M^us F. Wells to my mind, was that 

School trip with me and in a day or ?| loyalty to the leaders of the Church. 

two was gone. And so it has been with ^e surely inherited this quality from 

others. How uncertain are the days ^is father for the leaders of the 

of man I Church had no greater inend than 

Daniel H, Wells. In Nauvoo days, 

As numerous sketches of the hfe of ^^^^ before he was a member of the 

Junius F. Wells have been published m Church, Daniel was a true friend of 

our newspapers and magazines it is ^^^ prophet and later became the close 

not intended to duplicate them in The associate of President Young. Junius 

Instructor, but to express a word of ^^s a loyal follower of his father and 

appreciation of the outstanding char- always upheld the actions of his file 

acteristics of the man as I came m leaders. He never for one moment 

personal contact with him. I've known hesitated in his fealty. This loyalty 

him ever since I can remember, espec- ^e also showed to his father's family. 

ially since the Wellses moved into their f^g loved his progenitors, 

fine home on First South street. I ^^^^^ ^^^ ^^^^ ^-^^'^ possessed by 

lived just around the corner. I recall ^^is talented man none was more bril- 

^^^ .V"".^. °T \^ organization of the ^.^^^ ^^^^ ^^^^ ^^ marking the birth- 

Y M M. I A. and th? beginning of ^^^^^ ^^^ ^^^-^^ j^^^^ ^^ ^^^ ^^^^^^ 

The Contributor and heard him speak ^ ^ets. Some beautiful monuments 

of the high ideals he had m his mind ^^^ evidence of his good taste and 

for both. The Contributor furnished judgment in this respect. At the time 

a splendid medium for developing the ^f j^jg passing he was engaged in col- 

hterary abilities of many of our best lecting photos and pictures of men and 

men and women writers. pj^ces connected with Latter-day work. 

Junius had a splendid taste in se- These will always be a monument to 
lecting high class material, and the old his ability. His knowledge of Church 
volumes of The Contributor contain history, of men, dates, etc., was te- 
many choice articles on Church history, markable. A good writer, of easy 
and numerous stories of pioneer life style, he might easily have become 
which, except for the avenue furnished noted had he devoted himself to that 
by his magazine, would probably never profession. Affable, kind, of unusual- 
have been published. He was interest- ly good address, and a brilliant enter- 
ed in the early eisteddfods and consid- tainer, he will be missed by the many 
^X^^SZ^^JM~QsM3^j9X!A'J^S^^y ^ho knew him. best, 


I M E 

By J. M. Sjodahl 
The M. I. A. Conference 

We have recently had a great con- 
ference of the young people of the 
Church. The speakers during that 
gathering emphasized, in ringing 
speeches, our duty to observe the Word 
of Wisdom, especially as regards 
strong drink and tobacco ; to be mind- 
ful of our fellowmen and not dnve 
them to death on our streets and high- 
ways, and to keep the laws of God 
and man generally. That was the mes- 
sage of our young folks' conference to 
the Church, and to all the world. 

The Tobacco Evil 

The question of strong drink is 
prominently before the people of the 
United States as well as some other 
great countries, and the greatest minds 
of the world are engaged on the solu- 
tion of the problems connected with 
that question. This is also true of the 
problems relating to the safety of our 
streets. But less attention is paid to 
the tobacco nuisance. Smoking is in- 
creasing. Women, in alarming num- 
bers, are becoming addicted to the vice, 
and some of them are no longer 
ashamed of smoking in public. They 
are losing their modesty. It is high 
time, therefore, to proclaim the truth 
concerning this great menace. 

1. Tobacco kills. 

The late Luther Burbank at one 
time wrote in the now defunct Dear- 
born Independent : "What killed Gen- 
eral Grant ? Why, of course you know 
— cancer. But what caused the cancer 
in his throat? Do you know? Smok- 
ing caused it. General Lee could not 
get Grant, but tobacco got him." 

Mr. Burbank, in the article referred 
to, further reminds us that President 
McKinley's heart had been affected by 
smoking, and that the assassin's bullet 
became fatal because his heart was 

weak. "He had smoked up his most 
vital strength." On the other hand, 
Theodore Roosevelt, stricken with 
fever in the African jungle and expect'- 
ing to die, then and there, had a strong 
heart, never weakened by the use of 
tobacco. "He at least had the heart- 
power to enable him to get back" to 

2. Tobacco deadens the moral sense. 

Tobacco smokers gradually become 
dull. With the weakening of the 
heart comes impairment of memory 
aiid lessening of the sense of respon- 
sibility. I am fully convinced that 
many automobile accidents are due to 
the stupor of the drivers, caused by 
the effects of nicotine upon the nervous 
system. I know also that infectious dis- 
eases can be diffused through the 
smoking of tobacco in public places; 
especially in restaurants, where cooks 
from foreign slums mix tobacco smoke 
with the food they prepare, and where 
the patrons are compelled to inhale the 
poisonous fumes and swallow, with 
their food, the filthy soot that smokers 
deposit on it, as if that were the most 
natural thing to do in a public res- 
taurant. The pledge our young people 
took at the conference, to sustain law 
enforcement was timely. I hope it in- 
cludes a determination to vote and 
work for law givers as well as ad- 
ministrators of the law, who are will- 
ing to aid the people in the struggle for 
progress in all that is good. 

W!ar Talk 

Certain newspapers have been full 
of war talk lately. Ever since the na- 
val agreement in London was submit- 
ted to congress and President Hoover 
made it clear that he desired its rati- 
fication without delay, newspaper cor- 
respondents have been busy figuring 
out why Italy must make war on 

414 THE INSTRUCTOR J^iy.1930 

Mussolini, the famous, has furnished American Federation of Labor, on 
the key to the war scare. Not long June 12, told a committee of the house 
ago, in an address at Florence, he re- of representatives in Wlashington that 
viewed the alleged achievements of the Soviet government ,is trying to 
fascism and took occasion to say that foment a revolution i^i the United 
Italy's naval program would be carried States by centering the activities of the 
out because, as he expressed it, "the Communist party in America on the 
will of fascism is hard as iron." Then masses. He mentioned several organ- 
he thundered forth the defiant phrase : izations formed by representatives 
"Words are fine, but rifles, machine from Moscow for the sole purpose of 
guns, ships, flying machines, and can- overthrowing our so-called "capitalist" 
non are much more beautiful;" and, government. 

"Right without might is an empty Some may feel that there can be no 

word." danger of a revolution in this land, so 

In such oratory the correspondents highly blessed. But our safety and the 

have found a welcome excuse for beat- stability of our government rests ulti- 

ing the tom-toms and rattling the sa- mately on the faithfulness of the peo- 

bres. Some have done so from a desire pie in serving God and keeping his 

to attract attention by sensational Ht- commandments. When Moroni dedi- 

erary performances, while others, in the cated the American continents to be 

service of militarism, have wielded "A chosen land, and the land of lib- 

their pens for the purpose of creating erty," he and the people with him en- 

a public opinion against the London tered into a covenant with God "to 

agreement, and bringing about a seem- maintain their rights and their relig- 

ing justification for its rejection by the ion, that the Lord God may bless 

senate. them ;" and also that, "if they should 

But Mussolini is not going to send transgress the commandments of God, 

Italy on the warpath against France, or fall into transgression, land be 

just now. In fact, he could not do it, ashamed to take upon them the name 

if he would. True, there is plenty of of Christ, the Lord should rend them 

inflammable material in the places even as they had rent their garments." 

where Italy and France touch each (Alma 46:17-24.) This covenant, I 

other, and it must be "handled with believe, is still in force. Here, if any- 

care." Some Italians would gladly get where, destruction is likely to overtake 

control of Nice, Savoy, Corsica and transgression, 

even Syria and some African territory, jjj^ Naval Agreement 

at the price of war, if it could be done. ^, , ^ • j ■ t 

13 i. A/r ^• ■ \, i. +u^ ^^o^„,.^^.> Ihe naval agreement signed m Lon- 

But Mussohni has not the resources , , , ^u tt -i. j Ci. ^ r- 

-c 1 J ^ ku: „ i^^rro don between the united States, Great 

S:^"getr:;eilefs"cra™;"S Britain Japan France and Italy has 

The World War. He himself is not " P"'^'"^ /°-- '^-^ signatory powers to 

, , , _ . V v,^ .n^ fo^ ^c cease naval competition. That is one 

a great statesman; nor is he, as far as 1 . ■ K 

known, a great military commander, aavantage gamed. 

o i 1 1, • i 11- ..^u 4.^ ^^.,1 It is probable that r ranee would have 

But he has intelligence enough to real- • j 1 ^u • 1 ^1 

, . ,. ., ,- *= „ ,, „^ .„ ^^i-„ signed also the special agreement be- 

ize his limitations, as well as to caicu- *= ^1 ^1 r: ^ x- j 

late the eiTects of noisy verbal fire- tween the three first mentioned powers, 

works upon his black shirt audiences. )! ^he conference had adopted the 

^ l^rench proposition concerning a con- 

Another Possible Danger sultative conference in case of war 

But there are other dangers in the danger. The proposed plan was that 

world than foreign wars. the signatories of the London treaties, 

Mr. William Green, president of the and any other nations wiUing to sign, 

July, ipso 



in case the peace of the world is en- 
dang^ered by threatened violation of the 
pledge of the Kellogg Pact, will im- 
mediately confer together in efforts to 
prevent or halt the disruption of peace. 
This reasonable proposition for the 
preservation of peace was rejected by 
our representatives in London. They 
were careful not to give the reaction- 
aries at home even a peg on which to 
hang a hat. 

It is perfectly right for the United 
States to keep away from any political 
schemes of foreign governments, and 
that is undoubtedly what George 
Washington had in mind when he 
warned against "permanent alliances." 
But the world has changed since the 
days of Washington, and there are in- 
numerable interests, financial, commer- 
cial, social, religious, scientific, etc., 
which all the nations have in com- 
mon, all outside the political domain. 
No nation can stand isolated from the 
rest of the world in these matters. Even 
China must break down her walls. If 
the time has not already come, it will 
come, when we as a people will realize 
the fact that it is our duty to join 
openly with other leading powers in 
assuming the burdens and responsibili- 
ties of handling and directing world 
affairs outside the domain of politics. 
Were the United States to do this, the 
question of security as an excuse for 
burdening peoples of the earth with 
great standing armies and costly navies 
would largely disappear. 

A Great Anniversary 

On the 8th of June the 1900th an- 
niversary of the day of the first Chris- 
tian Pentecost was observed in some 

The Jews anciently celebrated Pente- 
cost 50 days after passover. The first 
Christian pentecost occurred 59 days 
after the resurrection of Christ. Our 
Lord, before his ascension, instructed 
his followers not to depart from Jeru- 
salem before they had received the 
Holy Ghost. In obedience to this in- 
struction they remained in the city, 
meeting daily for prayer in an upper 

room. They were 120 in that congre- 
gation. On the day of Pentecost, the 
Holy Spirit was poured out upon them. 
The outward manifestations consisted 
in a sound from heaven as of a rush- 
ing mighty wind, filling the house; 
tongues of fire on the heads of the dis- 
ciples, and the speaking in tongues. 
After these miraculous manifestations 
in the house, the apostles and those 
with them, in all probability, went up 
to the temple ground where thousands 
could see and hear them, and there 
Peter delivered the sermon which 
brought 3,000 souls into the church. 
It is the 1900th anniversary of that day 
which has just been observed. 

The observance assumes that the 
commonly accepted chronology, which 
makes this year 1930 after the birth of 
Christ, is correct. This reckoning, 
however, is no older than the 6th cen- 
tury and is credited to one Dionysius 
Exignus. Earlier writers have fixed 
the nativity 2 or 3 years, or more com- 
monly, 4 years earlier. The latest sug- 
gestion is that our Lord was born 6 or 
7 years before our era, and that the 
crucifixion and Pentecost occurred in 
the year 29, A. D. But there is no pos- 
sibility of obtaining reliable dates from 
those remote periods, outside of revela- 

But the giving of the Holy Spirit is 
one of the important facts of the his- 
tory of the Church of Christ. It is 
this Spirit that searcheth "the deep 
things of God" and revealeth them to 
the children of men. It is he that 
teaches us to pray, to sing songs of 
praise acceptable to God, and to walk 
in the truth. He is the one who testi- 
fies of the Son of God to us. He is 
the Comforter that has taken the place 
in the Church, which Jesus had while 
he was in the flesh. Through him we 
have communion with God and with 
each other as God's children. Herein 
lies the secret of a life in righteousness, 
liberty, joy, power and fullness. To 
have the Holy ,Spirit as our constant 
companion and surrender ourselves to 
his control, that means a life of peace 
and joy and usefulness here, and a 
resurrection to life eternal hereafter. 



General Superintendency, David O. McKay, Stephen L. Richards and Geo. D. Pyper 



Willy Keske. 

\ \- 






'H^f^j * 






^ fS" 






*Tis good to meet each Sabbath day, 
And, in His own appointed way. 
Partake the emblems o£ His death. 
And thus renew our love and faith. 











-ar-r jj v— — 









(Acts, Chapter 2, Verse 38.) 

"Then Peter said unto them. Repent, and be baptized every one of you in 
the name of Jesus Christ for the remission of sins, and ye shall receive the 
gift of the Holy Ghost." 

July, 1930 




Dear Brethren: 

While reading the January edition of 
"The Instructor," I saw that letters, ap- 
proving of the slight changes in the 
"Instructor," were welcome. I wish to 
take this opportunity of expressing my 
full approval of the change in the title and 
in the cover pictures. I feel that it will 
make them much more appropriate to the 
instructions within the organ. 

Although it was with pangs of regret 
that even such a small change shovild be 
made, yet, should we not feel that it is a 
graduation or growth, or due to such, that 
made the change necessary? It is said 
"We either progress or retrograde, we 
cannot stand still." All things are moving 
in one direction or the other. Therefore, 
as they cannot remain stationary, there 
must of necessity be changes, either slight 
or large. For changes are really the cause 
of progression or retrogression. I would 
say, with the increase in knowledge and 
enlightenment God, in His graciousness, is 
constantly giving us, resulting in the 
growth and progression of this wonderful 
latter-day work, that "The Instructor" 
is also keeping pace with the work in its 
advancement, and that any changes which 
are made will be for the benefit of all. 

I desire to use this opportunity also, in 
expressing my thanks for the advice and 
instructions I have received through the 
S. S. organ. I have been a teacher of the 
Gospel Doctrine department of the S. S. 
in this branch for a little over a year and 
I find "The Instructor" indispensible in 
the work. Being a missionary and due 
to be transferred most any time, I dis- 
covered it impossible to have as complete 
a library as one much wished for which 
made it difficult to prepare a lesson as a 
teacher should. This made me turn to 
"The Instructor" and it was then I found 
the full value of it as an aid to Sunday 
School Work. I discovered that it gives 
a person a clear conception of the subject 
in hand, and yet gives him a chance for 
plenty of research work. I think this 
is an ideal combination. Before using 
"The Instructor" I had to "stretch" the 
lesson to make it last during class period. 
Now that I am using it, I have hardly 
time enough to finish the lesson. My 
appreciation and admiration for the con- 
tents of it are unbounded. 

May God continue to bless you with 
success in this marvelous work. 

Sincerly your brother in the Gospel, 

Elder Bertrand Beck 

Rockford, Illinois 


A church-wide census will be taken 
early in July. From ward clerks' records 
thus perfected Sunday School executive 
officers can make up for themselves a 
Sunday School Record of Ward Popula- 
tion, which will give a complete account of 
all persons within the ward. If this 
record is compiled according to instruc- 
tions, it will designate individually the 
persons who should be enrolled in Sunday 
School classes, as well as all who are now 

This record will prove invaluable to en- 
listment workers. Members of Sunday 
School Superintendencies who are respon- 
sible for directing enlistment work, will 
find this record to be the back-bone of 
success in their work. To know who 
should be enrolled, where he lives and 
what he is doing now in the Church, if 
anything, equips enlistment workers to 
do purposeful work. 

In the June issue of The Instructor. 
Secretaries Department, instructions are 
given for compiling the "Sunday School 
Record of Ward Population." This is 
primarily the responsibility of the Super- 
intendency. It is suggested that arrange- 
ments be made at once with the ward 
clerk to have his census data copied into 
the Sunday School Record, using the 
forms described in the article above re- 
ferred to. 

Once this record is made up, it is 
important that it be kept up. Two practi- 
cal methods suggest themselves. First, 
by establishing a system of co-operation 
with the ward teachers, who report ar- 
rivals and Removals to the bishopric. 
Second, through a system of regular 
periodical visits to the homes of all mem- 
bers within the ward, at which time the 
enlistment workers may carry Sunday 
School messages to the members. 

Bound or loose-leaf books, specially 
prepared for the "Sunday School Record 
of Ward Population," can be obtained 
from the Deseret Book Company, 44 East 
South Temple Street, Salt Lake City, 

Make it your objective to have an excel- 
lent, serviceable Record of Ward Popula- 
tion before August 1, 1930. 


The subjects suggested for the month 
of August are classified below by depart- 
ments from which the speakers may be 



July, 1930 

Old Testament 

The Story of Ruth. Tell briefly and 
simply the story of Ruth, using wherever 
possible the superb language of the Bible, 
itself. It will be necessary to leave out 
some parts of the story to tell it all in 
2V2 minutes, but aim to keep in enough 
to tell the important and dramatic parts. 

The Boyhood of the Prophet Samuel. 
Make clear how the boyhood of Samuel 
prepared him for the important duties he 
performed as judge and prophet to Israel. 
Note the faith of his mother and her 
promise to dedicate him to the Lord. 
Note the fulfillment. Samuel's call and 
the Lord's message through him. Con- 
sider Samuel's life in the temple amid 
things spiritual. See the Leaflet and 
■Instructor suggestions on this subject. 

New Testament 

Paul on Mars Hill. The purpose of this 
talk should be to honor Paul for his 
wisdom and the Lord for his inspiration 
as manifest by the address Paul delivered 
to the scoffing Athenians. Consider the 
situation in which Paul found himself: in 
this strange pagan city; his loneliness; the 
way he introduced his subject and why; 
his message and why it did not succeed. 
Quote from his speech a few significant 
and important passages. 

Missionary Llabors — In the Time of 
Paul and Today. Compare missionary 
labors then and now: the same message, 
the same method, similar persecutionSj 
similar devotion, sacrifice, unselfishness, 

Book of Mormon 

Brazilian History and Book of Mormon 
Prophecy. Note carefully the suggestions 
offered in the leaflet and in the Instructor 
on this subject, under Lesson 33. 

Book of Mormon and Bible Agreement. 
See the Instructor and leaflet treatment 
of this subject and from the facts and 
points there offered develop an interesting 
2% minute address. 


The Book of Mormon's Importance to 
the Missionary. Consider why the Book 
of Mormon is so extensively used by mis- 
sionaries in the field. Why is it important 
that its message be fully understood and 
adequately presented? What of its man- 
ner of coming forth? What does it pur- 

port to be? How is it helpful in relation 
to the Bible? 

The Divinity of the Book of Mormon. 

The importance to the missionary of a 
testimony of the Divinity of the Book of 
Mormon. How to gain such a testimony. 
Consider the promise in Moroni 10:4. 


Can you give this article a suitable 
title? An adequate and attractive one? 

In an isolated but fertile river valley 
of the Southwest lives a man, who nearly 
a score of years ago was given only a few 
months to live. He sought out this place 
With the determination to regain his 
health and to engage his propensity for 
action and abundant life. 

The community needed the convenience 
of a general store. He set about to satisfy 
that need. It needed an apothecary. He 
put in a stock of drugs and medicines and 
qualified himself to dispense them. It 
needed a telephone system. He installed 
a simple one. He felt the need of the 
conveniences of electricity to light his 
home and store- and to operate an ice- 
making machine. He installed a private 
plant. Travelers needed gasoline and oil. 
He met that need. The community 
needed irrigation water. He lent his aid, 
his time and talent to this work. Good 
schools were needed. He contributed his 
experience and training as a school 
teacher, but now in the capacity of a 
member of the school board. 

The church needed a "never-say-die," 
hard-working, well-informed and diligent 
stake superintendent of Sunday Schools to 
help earnest and faithful workers scattered 
over 1,500 miles of territory to build their 
schools into models of perfection, inspira- 
tion and accomplishment. Our hero of 
hard work was selected. 

It can be truly said of him that nothing 
published in "The Instructor" escapes 
his attention. In his stake everything 
the General Board has suggested has been 
undertaken. The prevailing spirit of this 
man and his stake and ward associates has 
never been to "Let George Do It." Every- 
thing he has done and everything his 
associates do echo the challenge "We will 
not make excuses, we will make good." 

"His joy is as the joy of ten, because 
his heart is full" of love and determina- 
tion to give his best to his fellow men. 


Edward P. Kimball, Chairman; Tracy Y. Cannon, Vice Chairman; P. Melvin Petersen 


Music always has been and ever will 
be an important factor in worshiping the 
Lord, for its divine influence is so strong 
that even the Prophets of old established 
an organization of musicians which served 
vocally or with instruments in the House 
of the Lord. 

King David in particular raised music to 
an important position in the temple work. 
In the book of Chronicles we find a dis- 
tinct outline of the duties and activities 
of the dif¥erent choristers and songmasters 
and we learn, that under David's govern- 
ment there were . four thousand male 
singers organized for temple singing ac- 
tivities. Those singers were trained by 
two hundred eighty-eight teachers, which 
again were headed by fourteen to sixteen 
master teachers. The general head of 
the whole organization was Chenaniah. 
What a splendid unit! 

We also find that some of the musicians 
and singers were Prophets, (1st Chron- 
icles, 25 chapter) and it is also stated, that 
the music in the temple was rendered to 
praise the Lord and to inspire the pro- 
phets. This surely is strong evidence that 
sacred music is a qualified mediator be- 
tween God and men. 

Good music draws us nearer to the 
source of purity, it enables us to abstract 
our minds from all earthly things, it makes 
us fit to comprehend and worship higher 

Our church always has attached great 
importance to song and music in worship. 
The prophet Joseph Smith concerned him- 
self seriously wit'h music among (the 
people. He organized the first choir and 
was a regular attendant at the rehearsals. 
Till now the Church Music Committee 
has undertaken almost everything pos- 
sible to help develop and stimulate an 
interest in the creation and reproduction 
of appropriate music for our services. 
Its aim is to attain a superiority in music 
comparable to the standard of perfection 
which has been established in our religion. 
But to what extent has it been successful? 

Certainly our church has developed the 
most effective community singing; for 
even the smallest congregation of Saints 
will sing its hymns in four parts which is 
not often found in similar congregations 
elsewhere; but there still remains a long 

journey to make, to reach that degree of 
perfection which approaches the standard 
which has been set. 

Now then, since the General Board 
combined with our Church Music Com- 
mittee undertakes almost everything pos- 
sible to help the choristers and organists 
to develop their abilities it should be the 
duty of the church musicians to pay more 
attention to it. 

All choristers and organists should sub- 
scribe to "the Instructor" and follow the 
outline which is given therein. 

Very frequently I observe that a large 
percentage of our Sunday School organists 
do not use the prepared Sacrament pre- 
ludes and postludes but try to make up 
their own, which very often show lack of 
ability and result in disaster. The purpose 
of the music to uplift the minds to the 
realm of divinity is not obtained but rather 
the contrary. Therefore, let it be strictly 
understood, that in order to acquire the 
solemn atmosphere one should use the 
prepared preludes and postludes rather 
than try to improvise his own. 

It is lamentable that there are still some 
Branches and Wards which have not an 
organ. Every organist should consider 
it his paramount duty to work unceasingly 
for an organ. Inspiring and soul stirring 
sacrament music can never be played on 
the piano. The Chorister Manual says 
on page 61: "The piano should not be used 
during the Sacramental service. Its tone 
is not naturally devotional in character 
and only the most skillful performer can 
make it so. Besides, it is associated too 
strongly with secular music that its use 
is more apt to cause one's thoughts to 
wander to temporal things than to 

Of course, some of the Branches in the 
Mission Field do not have large congre- 
gations and can not afford a pipe organ, 
which with its depth of tone color and 
dignity of religious expression is still more 
desirable than a reed organ, but let us 
then at least aim to get a reed organ, 
this lies within the ability of almost any 
Branch; the cost would be about three 
hundred to four hundred dollars for a 
new instrument suitable for the purpose. 
It only depends on the determination and 
will of the organists. If there is enthu- 
siasm in him, he will not stop to consider 
all "ifs and whens" but will act and try 
to convince the members, that, to secure 



July, ip3o 

a solemn sphere in their bacramental 
meetings it is absolutely essential to 
obtain an organ. 

During the passing of the Sacrament 
only very select music should be played, 
this should be especially oT)served where 
the piano only is available. 

Recently I heard the "Ave Maria" and 
the "Serenade" by Schubert used for sac- 
ramental music. Though quite artistically 
played it did not equal the spirit of adora- 
tion, it did not dignify the government, it 
did not unify with the grave and sacred 
moment on Calvary. Broken and under 
divided chords banish the calin of the 
solemn atmosphere and dispel the repose 
of the sincere worshipper's soul. 

The "Ave Maria" played on the organ 
in a proper arrangement may be justified 
for the purpose but the "Serenade," no 
matter how cleverly and beautifully per- 
formed, is certainly out of place in a 
Sacrament meeting; for this composition 
is commonly known as a "love song" and 
b)' hearing the tempting music one's mind 
is withdrawn from the things of holiness 
and directed to earthly concerns. 

The music must have the character of 
sacredness to elevate the minds of the 
worshippers to a conception of the divine 
•influence. Only devotional music, played 
very softly and with rather exaggerated 
slow movement fits the quietness of the 

The "Largo" by Handel, the "Funeral 
march" by Chopin, the "Marcia funebre" 
by Beethoven may indicate the mood of 
music to be played during the Sacrament 
by those who are sufficiently qualified, 
but oftimes the expressive rendition of 
a simple hymn is more impressive than an 
"Adagio" of our greatest classicals. The 
cause lies not only in the primitive sim- 
plicity of musical construction but often 
in its poetry which contributes to a better 

In the "Organist Manual" which is pub- 
lished by the Church Music Committee, 
are valuable instructions given for the 
different activities of our organists and it 
is advisable to obtain a copy of this bogk 
and to study it thouroughly. 

The chorister too holds an important 
position and should always endeavor to 
improve his knowledge relative to his call- 
ing. There is not an artist upon this globe 
who could say: "I know enough pertain- 
ing to my profession and stop studying." 
The more one studies the more he per- 
ceives that he really knows very little. 

A great deal which was said above to 
the organists may also be considered by 
the choristers. Subscribe to the "Instruc- 
tor" and follow the outline. There is 
also a "Choristers Manual" published by 

the Church Music Committee which 
should be in possession of every assiduous 
student. (Price SOc) 

*"Sunday School music has come to 
be recognized as a necessary part of the 
preparation for the larger and finer things 
in life and must be treated in a broad ed- 
ucational way. Parents and Sunday 
School authorities have come to realize 
that good singing holds a place of first 
importance in educating children for 
citizenship and for life's work. We hope 
our choristers all realize their responsi- 
bility and give their stronge«t efforts to 
establish a standard community singing." 

Fifteen minutes are outlined for song 
practice and this time should really be 
taken up for this purpose and not merely 
hymn singing. 

*"There are many ways of teaching a 
song in parts. One of the most usual is 
to drill each part by itself while the 
singers who sing the other three parts 
remain silent. The disadvantage of this 
method is that much time is lost by those 
silent members. It is also exceedingly 
difficult to maintain order and interest 
among the children who are not singing. 
Another method is to drill each part by 
itself as just explained, but, in addition, to 
let the singers of the other parts softly 
sing their parts as well as they can with- 
out help from the director. This method 
has the twofold advantage of keeping 
all 'the singers working all the titfie, thus 
sustaining their interests, and of saving 
time in learning parts. 

During the time the technic of the 
music is being mastered, aspects of inter- 
pretation can also be absorbed. Certain 
accents can be insisted upon from the first, 
the louder phrases can be sung a little 
stronger than those that are to be rendered 
softly, and other general features, such as 
phrasing, etc., can also be worked out in 
a general way. But the more subtle shad- 
ings, crescendi and diminuendi, tone color 
and other things that distinguish an artis- 
tic conception of a song from a common- 
place one must all be very carefully drilled 
into the inner consciousness of the 
singers. The success the leader will have 
in these finer particulars will depend on 
his own innate artistic makeup and his 
ability to transmit his own feelings to his 

From the viewpoint of the General 
Board there exists a two-fold purpose in 
the song practice; which is additional to 
the atmosphere of fellowship engendered 
by a group of persons uniting in what we 
have come to understand under the term 

* The parts in quotation marks are 
taken from lessons in the Chorister 

■'«'^' '^^ LATTER-DA Y SAINT HYMNS 421 

"community singing." During the song truth and stimulus to conduct, both so 
practice songs containing truth and inspir- essential to intelligent living." 
ation are taught, not merely sung. This Choristers and organists must cooperate 
practice of intensive drilling on songs for in a friendly and understanding way both 
a period of fifteen minutes each week, having in mind the upbuilding and culti- 
which has been followed now for so many vation of a better understanding and ap- 
years, has had a powerful effect upon the preciation for good music among our 
conduct of our people. By using this members. They must not do this in con- 
time for Teaching, not alone the singing ceitedness but in unselfishness and devo- 
of songs, but their content as well, much tion. 

has been accomplished in storing the sub- Willy Reske 

consciousness of our people with didactic Brooklyn, N. Y. 

Latter-day Saint Hymns 

(Concluded from page 409) 

Penrose for personal consolation. He such as: "passion shatters reason's 

had no^ intention of making the poem tower" and "noblest minds have finest 

public in the beginning ; but when he feelings, quivering strings a breath can 

discovered that the appeal of the selec- move." 

tion was universal, after reading it to a Like most numbers of the Latter- 
friend who found much comfort in it, day Saint hymnal the hymn is a ver it- 
he finally allowed it to be published. able sermon, and is expressive of the^. 
^ The composition com.prises five eight same thoughts given, and spirit mani- 
line stanzas, and has been set to several fested by the Master on the Mount of 
refrains. The chief merit of the hymn Olives, where He said : 
lies in^ the ethical message it embodies. Ye have heard that it hath been said, 
Four ideas are prominent throughout : Thou shalt love thy neighbor, and hate 
the first is a clear call for self-control thine enemy. 

set forth in such phrases as "there is But I say unto you, Love your ene- 

power in the cool, collected mind ;" the mies, bless them that curse you, do 

second warns agains: hasty judgment, good to them that hate you, and pray 

and admonishes that we "hear defense for them which despitefuUy use you, 

before deciding ;" the third assures the and persecute you. — Matt. 5 :43, 44. 

guiltless that they need have no fears, The Saviour's words : "Judge not, 

for "Time's friend to innocence;" and that ye be not judged," find new ex- 

lastly we are told that "noblest minds pression; and the precepts of the 

have finest feelings," consequently the Master are given written application. 

greatest care should be taken to guard The poetic wording of the hymn stands 

against a wilful wound. as counsel to all. 

The author's emotional struggle is The true Latter-day Saint spirit was 

apparent throughout the composition, made bounteously manifest by Presi- 

One moment he seeks . to quell the dent Penrose in all of his dealings 

natural instinct of anger, the next he among men. He had read, analyzed 

is thinking that had his accusers known and applied the divine injunction givsn 

the facts they would have judged very in modern revelation, which reads : 

differently. He has consolation in the Wherefore, I say unto you, that ye 

fact that "Time's friend to innocence," ought to forgive one another ; for he 

but apparently resolves that because of that forgiveth not his brother his tres- 

his own keen mental agony he will be passes standeth condemned before the 

most careful of the feelings of others. Lord ; for there remaineth in him the 

Conciseness and terseness character- greater sin. 

ize the lines, which are frequently em- I, the Lord, will forgive whom I will 

bellished with very effective figures forgive, but of you it is required to 



July, I9,V> 

forgive them all. — Doctrine and Cov- 
enants 64 :9, 10. 

There is strength in self-control ; 
there is divinity in sereneness. "He 
that is slow to anger is better than the 
mighty: and he that ruleth his spirit 
than he that taketh a city." Let the 
hymn act as a leash to fiery emotion, 
as an advocate to righteous procedure. 
It reads: 

School thy feelings, O my brother. 
Train thy warm, impulsive soul : 
Do not its emotions smother, 
But let wisdom's voice control. 
School thy feelings, there is power 
In the cool, collected mind; 
Passion shatters reason's tower, 
Makes the clearest vision blind. 

School thy feelings ; condemnation 
Never pass on friend or foe, 
Though the tide of accusation 
Like a flood of truth may flow. 
Hear defense before deciding, 
And a ray of Light may gleam. 
Showing thee what filth is hiding 
Underneath the shallow stream. 


Should affliction's acrid vial 
Burst o'er thy unsheltered head, 
School thy feelings to the trial, 
Half its bitterness hath fled. 
Art thou falsely, basely slandered? 
Does the world begin to frown? 
Gauge thy wrath by wisdom's standard, 
Keep thy rising anger down. 

Rest thyself on this assurance: 
Time's a friend to innocence. 
And that patient, calm endurance 
Wins respect and aids defence. 
Noblest minds have finest feelings, 
Quivering strings a breath can move, 
And the Gospel's sweet revealings 
Tune them with the key of love. 

Hearts so sensitively moulded. 
Strongly fortified should be. 
Trained to firmness, and enfolded 
In a calm tranquility. 
Wound not wilfully another; 
Conquer haste with reason's might ; 
School thy feelings, sister, brother, 
Train them in the path of right. 


General Board Committee: Joseph Fielding Smith, Chairman; George R. Hill Jr^ Vice 

Chairman; George M. Cannon, Charles H. Hart 

First Sunday, September 7, 1930 

General Theme: The Gospel Applied to 
Daily Life. 

Lesson 31. The Temple of Human 

Text: Sunday School Lesson 31. 

1. The objective during the month of 
September is to bring together in the most 
vivid form possible all that has been cov- 
ered in the course up to date. 

2. To give members of class a clear 
picture of the relation existing between 
the various elements df a successful 

3. To impress the importance of build- 
ing such a character. 


Suggestions for Presentation: During 
the first eight months of the course an 
effort has been made to discuss separately 
the fundamental philosophies and religious 
principles upon which the abundant life 
depends. Also, we have discussed separ- 
ately the characteristics which go to make 
up a beautiful and satisfactory temple of 
character. Thus far the discussion has 
been positive. 

Btefore taking up the enemies of the 
good life we propose to spend September 
thinking about the relation between the 

July, igso 



characteristics which we have included 
in the temple of character. 

To start with, a diagram of the char- 
acteristics will be outlined. It possible 
this diagram should be placed on a board 
to give members of class an opportunity 
to fix it in their minds and to take a 
copy of it. 

First, read through with the class the 
entire diagram. Return then to the be- 
ginning and take up parts discussed ip 

Suggested Grouping: 
I. The Temple of Human Character. 

1. Definition. The organization, de- 
«^^ velopment and control of all the 

SjS2~" energies, capacities, facilities, powers, 

jeO^^ and possibilities of the individual in 

^^U^.lt^H ^^^^ ^ ^^y as to bring about the 

I _ greatest _ possible self-unfoldment, 

self-realization self-expression and 

service to_ humanity; to the end that 

it results in the most extensive, most 

intensive _ and most serviceable life 

^ and happiness possible. 

2. The aim and purpose of tlie temple. 
y^K*"*!^ ^ Self-unfoldment and service to 


Location of Temple: On the Mount 
of Service beside life's highway. 
Sustaining pillars: 

a. Self-respect 

b. Self-effort 

c. Self-control 

d. Self-poise. 

5. Foundations of the Temple: 

a. Honesty 

b. Trustworthiness 

c. Perseverance 

d. Courage 

6. Floor of Temple: 

a. Loyalty. 

b. Humility ■ 

c. Temperance 

d. Tolerance. 

7. Main Entrances to Temple: 
H^M <0» ^' -"Cental and spiritual wakefulness 

'-m^ ^' -^a^th in God and prayer 

m^<.iy^*^^ c. Interest in all life 

d. Industry 

8. Windows of the Temple 

a. Frankness 

b. Patience 

c. Sympathetic understanding 

d. Good will 

e. Love 

9. Color Scheme of Temple: 
a. Cheerfulness, 

Jb. Gratitude, 
(£>**'^ c. Kindness, 
. d. Helpfulness, 

e. Gentleness. 
10. Roof of Temple: 
a. Charitableness 






11. Dome of Temple: 
j«fe* a. Altruism. 

12. Influence: 

a. Radiation of good thougnts, good 
, , , ; words and good deeds. 
" h. The stimulation in others of life — 
helpfulness and happiness. 

13. Superintendent of Building: 

a. Moral accountability and discharge 
of personal responsibility. 

14. Fruits of life in the Temple: 

a. Extensive, intensive and secure 
-^■^'"^ happiness. 

1. Discussion: 

1. Read carefully to the class two oi 
three times the definition to the Temple 
of Character. Ask for comments or criti- 

2. Ask for comments on the importance 
of the purpose or aim. 

For a life to be in harmony with itself 
and with God all its purposes, motives, 
aspirations and desires must center about 
one central purpose or motive. Other- 
wise life will be divided and discord will 
be the result. 

There is one aim vi^hich includes all 
worthy motives and aspirations. This 
is the one given above: Self-unfoldment 
and service to humanity. It is synon- 
omous with the two great commandments 
of Jesus. "Love the Lord thy God with 
all thy heart, might, mind and strength 
and thy neighbor as thyself." 

Second SundSay, September 14, 1930 

General Theme: The Gospel Applied to 
Daily Life. 

lesson 32. The Temple of Human 
Character (Continued.) 

Text: Sunday School Lesson 22. 
References: Sunday School Lessons 1, 

2, 3, 4, 19, 20, and 21. 

1. To point out how character should 
function in life. 

2. To show the necessity of making 
every moment an opportunity for helpful- 
ness and happiness. 

Suggested Grouping: 
I. Read through, hurriedly, to the class 
the entire outline of the Temple of 
Character as listed in lesson 31. This 
is to fix definitely in the minds of the 
class the relation which exists between 
the various characteristics. 
II. The location of the Temple or where 
character should function: "On the 
Mount of Service beside life's High- 
way." , 

1. Man in his search for tne good life 
has tried every conceivable experi- 
ment relative to how and where 




July, 1930 

character should function. He has 
tried to utilize character for his own 
selfish ends — to gain place, power 
and prestige over men. His 
strength and power, whether mental 
or physical has been used to domin- 
ate his fellows. Alexander, the 
Great, Napoleon and thousands of 
others are notable examples of men 
who have mistaken strength for 

2. Others have sought to utilize their 
characters in extreme and narrow 
loyalties to small groups. _ Many 
people are very lovable within a 
certain group but disdain to have 
anything to do with others. To 
some the fallen person is pollution 
and only the so-called decent are 
worthy of notice. The pharisee has 
been a common fixture of the race 
throughout history. He is the man 
who lives for himself and for his 
so-called friends, alone. 

3. The Ihermit has thought to find life 
by withdrawing from society in 
order not to be contaminated by the 
evils of men. 

4. Read to the class the entire poem 
"The House by the Side of the 
Road" by S. W. Foss. The first 
and last stanzas are given below: 

"There are hermit souls that live with- 
In the place of their self content; 
There are souls like stars that dwell 

In a fellowless fermament. 
There are pioneer souls that blaze their 
Where highways never ran, 

But let me live by the side of the road 

And be a friend to man 

Let me live in my house by the side 

of the road. 
It's there the race of men go by — 
They are good, they are bad, they are 

weak, they are strong, 
Wise, foolish — so am I. 
Then why should I sit in the scorners 

Or hurl the cynic's ban? 
Let me live in my house by the side of 

the road. 
And be a friend of man." 

There is no better example in all 
history than the life of Jesus as to 
where we should bestow our love 
and service. His mixing with the 
publicans, his sympathy and help 
for the fallen, his compassion for 
the sick and needy, his story of the 
good Samaritan all tell us where 
his character functioned. From it 

we arrive at the principle that love 
should be given to all mankind and 
help to those who need. 

6. Where should we live? Beside 
Life's Highway? Our kindness^ 
(helpfulness, cheerfulness, and gen- 
tleness should characterize our 
eveiry conduct! — helpfulness and 
kindness in the morning with mem- 
bers of the family to start the day 
off right. At the breakfast table, 
at our work and in every conceiv- 
able place where service is possible. 

There are none so low but what 
they deserve our help. Everi the 
vain the arrogant and the wicked 
must some day be brought to the 
light. It should be our aim to 
make of ourselves vessels of love 
through which the goodness of God 
can be conveyed and relayed to the 
children of men. 

7. There are months and years of 
valuable time in building up plans 
for great deeds in the future, while 
the opportunities for service all 
about us go unnoticed. The path 
for the future is made brighter and 
easier only by the work we do 
along the road today. 

Third Sunday, September 21, 1930 

General Theme: The Gqspel Applied to 
Daily Life. 

Lesson 33. The Temple of Human 
Character (Continued.) 

Text: Sunday School Lesson 33. 
References: Sunday School Lessons 
1-7, 16-21. 

1. To show how the sustaining pillars 
of character are related to one another. 

2. To examine carefully some of the 
foundation characteristics of the temple 
of character. 


Suggestive Groupings: 

I. The relation between self-respect, 

self-effort, self-control and self-poise 

is a natural sequence. One leads 

naturally into the other. 

1. Man's self-respect is in proportion 
to his vision of his own possi- 
bilities. This self-respect is not 
to be mistaken for self conceit or 
egotism. It represents, at its best 
the individual's awareness of the 
divinity within his own nature. 
The early lessons in the course: 
"Man a Child of God," "Why Man 
is a Mortal Being," "Is Man Im- 
mortal," and "Eternal Progression 

Jv^iy. 1930 



a Possibility with Man" were all 
written to help the students realize 
the unlimited extent of their possi- 
bilities — in other words to increase 
their own self-respect.. 

2. Those who have had to do with 
students know how an extended 
vision releases energy and stim- 
ulates effort. It might be stated 
as a law of mind that effort put 
forth in any direction will not go 
beyond the vision. 

If you would help a man save 
his own soul first help him to 
realize the wonderful soul he has 
to save. The normal individual 
has plenty of energy to make rapid 
progress, if only that energy can 
be brought into action. Vision of 
the possibilities is the great chal- 
lenge to effort. Self-effort grows 
naturally out of self-respect and 
is conditioned by it. Besides the 
vision of the possibilities there is 
only one other thing necessary to 
call 'forth the )self-effort which 
makes for growth. The other 
thing referred to is a realization 
that growth and unfoldment comes 
only by self-effort. 

3. At this point it would be well to 
have a student review briefly the 
leaflet for lesson 18. 

Special emplhaisis ; should be 
given to the discussion in Lesson 
18 relative to self-efFort and: 

a. Intellectual development. 

b. Aesthetic development. 

c. Moral and Spiritual develop- 

d. Self-mastery. 

4. The following questions from 
lesson 18 should be recalled. 

a. "Is it possible that the various 
theories of sacrifice common to 
so many religions throughout 
the world, are unconscious at- 
tempts to evade the law of self- 

b. What do you think Jesus 
meant when he said "If you do 
the works that I do, the things 
that I do you can do." 

c. "Can you think of any other 
way of achieving soul growth 
than by self-effort?" 

d. "Is it possible for you to want 
more than you have actually 
earned and still believe in a just 

II. In lessons 3, 4, and 5, the nature of 
man was discussed. We became 
aware of man's great complexity, of 
the conflicting elements in his nature. 
We saw how his struggle for pro- 

grress, growth and development was 
largely a problem of organizing and 
unifying the element of his own 
nature. Self-effort in this line leads 
inevitably to the principle of self- 

1. It is by this principle of self- 
control through the principle of 
self-effort that the individual frees 
himself from lust, greed, fear, 
anger, indulgence, ignorance and 
all other enemies of the good life. 

2. A short review of lesson 19 by 
some member of the class will be 
helpful at this point. 

3. Another phase of self-control not 
discussed in lesson 19 should be 
emphasized — the control of evil 

Jesus laid great stress on the 
necessity of pure thoughts. "But 
I say unto you, that whosoever 
looketh on a woman to lust after 
her hath committed adultery with 
her already in his heart." Matt. 

In ancient Hindu philosophy we 

"When misfortune befalls you, 
know that they are not due to what 
you have done, but to what you 
have thought." 

"Fruit is born of seed. Even so 

deeds are born of thoughts. Even 

as evil fruit is born of evil seeds, 

so levil acts are born 'of evil 

thoughts. As a farmer separates 

good and true seed from seeds 

of weeds, and selects from among 

the good seed, the choicest, and 

guards and sorts it, even so a 

prudent man treats his thoughts; 

he repels vain and foolish 

thoughts, and prevents evil acts. 

Good deeds come from good 

thoug;hts only, i vCherish good 

thoughts, searching for them in 

books of wisdom, ' in sensible 

conversations and above all in 

your inner self." 

III. It is this constant self-control which 

brings one to a state of soul poise 

where he can iquiet the troubled 

waters of his own soul and see clearly 

the vision of the higher life. 

Fourth Sunday, September 28, 1930 

General Theme: The Goppel Applied to 
Daily Life. 

Lesson 34. The Temple of Human 
Character (Continued.) 

Text: Sunday School Lesson 34. 
References: Lesson 23, 24, 25, 26, 27, 
28, 29, 30. 



July, J930 

Objectives: To review these lessons 
with the view of seeing the relations be- 
tween the various clharfacteristiqs dis^, 


Suggestions for Presentation: , Ask 
individual students the previous sunday to 
make a 2 minute report on the various 
divisions discussed in lesson 30. The 
foundations, the floor, the windows, the 
entrances, the color scheme, and results. 
Each of these various divisions contain 
three or four characteristics of a satis- 
factory character. 
Suggestive Grouping: 

I. The foundations of the Temple- 
honesty, tlrustwortliiness, sincerity, 

After some student has given a 
short review of lessons 21 and 22 
recall the following problems: 

1. "What does it mean to be intel- 
lectually honest?" 

2. "Enumerate some of the obvious 
examples of intellectual dlis- 

3. "Point out the evils of over-state- 

4. "Is it possible for a sincere man to 
give an impression of insincerity?" 

II. The Floor of the Temiple— loyalty, 

humility, temperance, and tolerance. 

Proceed as in section I with a short 

review of lessons 23, 24, 27, and 28. 

1. If time will permit the following 

quotations are helpful: 

"The beloved of the gods honors 
all forms of religious faiths — there 
ought to be reverence for one's 
own faith and no reviling of that 
of others, i Never | think just 
"Buddhism." Never denounce the 
religion of others." 

This fine tolerance is shown 
also, in all the teachings of Jesus. 
"But I say unto you, love your 
enemies, bless them that curse 
you, do good to them that Ihate 
you, and pray for them that de- 
spitefully use you, and persecute 

"And it came to pass that as 
Jesus sat at meet in the house, 
behold many publicans and sinners 
came and sat down with him and 
his disciples, and when the Phar- 
isees saw it they said unto his 
disciples, Why eateth your master 
with Publicans and sinners?" 

"But when Jesus heard that, 

he said unto them, they that be 

whole need not a physician, but 

they that are sick." Matt. 9:10-12. 

Such sentiments as these must 

necessarily produce a broad toler- 

2. On the lesson on loyalty, lesson 
24, have some student give a short 
review or read the "Comments and 
Application" from the leaflet. 

The following problems are of 
special importance: 

a. "What does being loyal to truth 
and to God mean to you?" 

b. "What does it mean to be loyal 
to oneself?" 

c. "What does it mean to be loyal 
to humanity?" 

d. Is the following statement true? 
If so why? 

"To be loyal to one's best self 
is also to be loyal to the insti- 
tutions which are worthy of 
one's support. 

III. The Main Entrances to the Temple 
of jCharacter are very important. 
They are: 

1. Interest in all life. 

2. Faith in God and Prayer. 

3. Industry. 

4. Mental and Spiritual wakefulness. 

The student who is asked for 
the short review on lesson 26 
should be asked to comment 
specifically on what it means to 
make life more extensive, more 
intensive and more secure. 

The definitions of Prayer in 
lesson 27 should be read to the 

IV. The Windows of the Temple of 

Character are the attitudes which 
should characterize one's adjustment 
to the rest of the world. 

1. Frankness. 

2. Sympathetic understanding. 

3. Patience. 

4. Love. 

In lesson 28, the poem by Proctor 
"Judge Not" is full of powerful sug- 

The world is in need of men and 
women who can understand and love, 
who can sink their personal desires 
for the greater work of helping in the 
evolution and development of the 
souls of men. 

It is this growth in the direction of 
altruism, this moving in the direction 
of the will of the infinite which brings 
the peace and poise to the soul. 
V. No section of the Temple of Char- 
acter is more important than the 
color scheme — cheerfulness, kindness, 
gratefulness, helpfulness and gentle- 

All suggestions necessary for a 
review on this division will be found 
in lesson 25. 


General Board Committee: Albert E. Bowen, Chairman; David A. Smith, Vice Chairman; 

Henry H. Rolapp and Jesse R. S. Budge 


First Sunday, September 7, 1930 

Lesson 31. The Book of Mormon— How 

Text : Sunday School Lesson No. 31. 

References : "The Restoration," Widtsoe, 
pp. 35-48. "Articles of Faith," Talmage, pp. 
255-257. "New Witness for God," Roberts, 
Chapter 4. 

Objective: To give the missionary in- 
formation concerning this book which oc- 
cupies such a tmique place in sacred liter- 
Suggestive Outline : 

1. Consider the statement that "Mormon- 
ism" must stand or fall with the Book of 

2. Discuss the important features of Mo- 
roni's message to Joseph. 

3. Consider the prediction made by the 
angelic visitor concerning Joseph's future 

4. Consider the purpose in delaying the 
delivery of the plates to the Prophet. 

5. Discuss the effect, if any, of this delay 
on the credibility of the story. 

Lesson Enrichment: B. H. Roberts, re- 
plying some years ago to an unknown assail- 
ant of the Book of Mormon says : "In this 
connection also I desire to say a word on 
a matter on which the Unknown lays some 
stress, viz., that the reading, thinking, truth- 
loving millions of this country 'have come 
to the conclusion that the Book of Mormon 
is fiction.' This carries with it the idea 
that these millions have examined the Book 
of Mormon and intelligently judged it to 
be fiction— an impression most erroneous, for 
out of the ninety millions of the people of 
our country it is safe to say not more 
than two or three millions have ever read 
the Book of Mormon, and this in the most 
superficial manner, and with their minds 
■prejudiced by the misrepresentations made 
concerning it. In fact, because of these 
misrepresentations, contempt has preceded 
examination, a circumstance which keeps 
men ignorant of the Book of Mormon." 
"Defense of the Faith and Saints" pp. 354- 

Lesson 32. The Book of Mormon Plates. 

Second Sund,ay, September 14, 1930 


Text: Sunday School Lesson No. 32. 
References : Title page and "Brief 

Analysis" of the Book of Mormon. Tal- 
mage's "Articles of Faith," Chapter 14, pp. 
257-266. Roberts' "New Witness for God," 
Chapter 10, pp. 139-140, 154-168. 

Objective: To give to the missionary a 
view of the original sources of the Book of 

Suggestive Outline: 

1. Discuss the three colonies whose his- 
tory and scripture make up the Book of 

2. Give an account of the Brass Plates 
of Laban. 

3. Consider the Plates of Nephi. 

4. Consider the Plates of Mormon. 

5. Consider the Plates of Ether. 

6. Consider how fitting it was that Moroni 
instead of some other prophet should bring 
this record to light. 

Lesson Enrichment : Answering an anony- 
mous assailant of this work, B. H. Roberts 
says : 

"Because Joseph Smith translated the 
Book of Mormon by means of the inspiration 
of God and the aid of the Urim and 
Thummmi, it is generally supposed that this 
translation occasioned the Prophet no mental 
or spiritual effort, that it was purely me- 
chanical; in fact, that the instruments did 
all and the Prophet nothing, than which 
a greater msitake could not be made. All 
the circumstances connected with the work 
of translation clearly prove that it cost the 
Prophet the utmost exertion, mental and 
spiritual, of which he was capable, and that 
while he obtained the facts and ideas from 
the Nephite characters, he was left to ex- 
press those ideas in such language as he 
was master of. * * * Now when the Prophet 
observed from the Nephite record that 
Isaiah was being quoted ; or when the Savior 
was represented as giving instruction in 
doctrine and moral precepts of the same 
general character as those given in Judea, 
Joseph Smith undoubtedly turned to those 
parts of the Bible where he found a trans- 
lation substantially correct, of those things 
which were referred to in the Nephite rec- 
ord, and adapted so much of that translation 
as expressed the truths common to both rec- 
ords ; and since our English version of the 
Jewish Scriptures was the one the Prophet 
used in such instances, we have the Bible 
phraseology of which the Unknown com- 
plains, and of which this, in the judgment of 
the writer, is an adequate explanation to 
all of that class of his objections." "De- 
fense of the Faith," page 334. 



July, 1930 

Lesson 33. The Book of Mormon — Its 

Third Sunday, September 21, 1930 

Text : Sunday School Lesson No. 33. 

References : Reynolds' "Story of the 
Book of Mormon." History of the Church, 
Vol. I, chapter 6. Talmage's "Articles of 
Faith," chapters 14 and IS. Roberts' "New- 
Witness for God," Vol. 2. Roberts' "De- 
fense of the Faith," Vol. 1, pp. 1-227; Vol. 2, 
beginning page 253. 

Objective: To impress upon the mind 
of the missionary the truth that the Book 
of Mormon is a sacred record, originally 
written by men chosen for the purpose be- 
cause of their fitness, and that it was trans- 
lated by the power of the Almighty. 
Suggested Outline: 

1. Discuss the method of translation, 
whether purely mechanical or whether the 
Prophet was obliged to exert mental and 
spiritual powers. 

2. What value can be placed upon the 
"witness of the spirit" which comes to those 
who prayerfully read the book? 

3. Consider the fact that the book does 
not contradict the Bible nor the later dis- 
coveries of archaeology. 

4. Consider the difficulty of creating the 
numerous original names found in the book, 

5. Consider the testimony of the witnesses 
— the three and the eight. 

Lesson Enrichment : The following words 
are from the late Geo. Reynolds, a man who 
spent many years of careful study on the 
Book of Mormon: "The Book of Mormon 
is the record of God's dealings with the 
peoples of ancient America, from the age of 
the building of the Tower of Babel to four 
hundred and twenty-one years after the 
birth of Christ. It is the stick of Ephraim, 
spoken of by Ezekiel : the Bible of the west- 
ern continent. Not that it supersedes the 
Bible or in any way interferes with it, any 
more than the history of Peru interferes 
with or supercedes the history of Greece; 
but, on the other hand, in many places it 
confirms the Bible history, demonstrates 
Bible truths, sustains Bible doctrines, and 
fulfills Bible prophecy. 

"For many years we have taken great 
pleasure in perusing its sacred pages and 
studying its truths. The more we read it 
the more we found it contained. Like other 
inspired records, every time it was opened 
we discovered new and ofttimes unexpected 
testimonies of its divinity. * * * Others, we 
trust, in time will be discovered which will 
be added testimonies to the genuineness and 
divine authenticity, as well as to the sacred 
mission of the instrument in God's hands in 
bringing it forth — the youthful Prophet, 
Joseph Smith." Preface to the "Story of 
the Book of Mormon." 

Lesson 34. 

Fourth Sunday, September 28, 1930 


1. What do you understand by Priesthood 
and how did it come to the Church? 

2. What proof of the necessity of revela- 
tion do you see in the numerous and con- 
tradictory religious systems of the mod- 
ern world ? 

3. Wherein does our administration of the 
Sacrament differ from the practice in^ the 
world and how do we justify our position? 

4. How would you answer the charge 
that we are narrow, denying salvation to 
all who ,are not members of the Church ? 

5. What notable instance can you cite to 
illustrate how important it is that a peo- 
ple have scriptures? 

6. What part did John Wycliffe play in 
giving the Bible to the world? 

7. What is the Pentateuch and who is 
credited with being its author? 

8. Who was William Tyndale and what 
was his contribution to the New Testament 
in its present form? 

9. How did we come to have the King 
James Translation of the Bible? 

10. Under what conditions did Joseph 
Smith see the plates of the Book of Mor- 
mon and how long did he wait before gain- 
ing possession of them? 

11. What colonies does the Book of Mor- 
mon describe as having come to this con- 
tinent and at what period in the world's 

12. What specific prophecy does the Book 
of Mormon make concerning the gathering 
of .the Jews and the time when and the 
conditions under which it should take place ? 

Answers to Review Questions 

1. Priesthood is the authority which men 
hold to act in the name of Deity. There 
are two divisions, the Aaronic Priesthood 
which was restored by John the Baptist, 
and the Melchizedek Priesthood conferred 
upon Joseph Smith and Oliver Cowdery by 
Peter, James and John. 

2. The fact that men unaided by revela- 
tion interpret the Scriptures in such a Ta- 
riety of ways shows that Hjen can under- 
stand the things of God only by His Spirit. 

3. The Sacrament is administered every 
Sunday in this Church. Water is used in- 
stead of wine. The authority for this is 
found in a revelation given to the Prophet 
and which we read in Section 27 Doc. and 

4. The charge that we deny salvation to 
all who do not beheveas we do is refuted 
by Doc. and Cov. 76:41-44. At the same 
time we believe that salvation comes only 
through obedience to law. 

July, 1^30 



5. Lehi was commanded to send his eons 
back to Jerusalem for the brass plates in 
order that they might have the Scriptures 
with them. 

6. At the cost of excommunication John 
Wycliffe translated the Bible and through 
him, about 1382, the masses of the English 
people received their first complete version 
of this sacred record. 

7. The Pentateuch is the name given to 
the five books of Moses, or Books of the 
Law. Moses is credited with the authorship. 

8. William Tyndale, an Englishman, lived 
from about 1490-1536. Persecution in his 
native country drove him to Germany where 
he issued the first printed edition of the 
New Testament in Cologne in 1525. He 
was burned at the stake for his work. 

9. In the early part of the seventeenth 
century, King James of England called to- 
gether a body of scholars with instructions 
to call to their aid all help that was avail- 

able and perfect as far as possible the trans- 
lation of the Bible. This work was done 
so well that it has occupied a leading place 
among all the translations ever since. 

10. The golden plates were shown to Jo- 
seph Smith by the angel Moroni, but he was 
obliged to wait four years before securing 
possession of them. 

1.1. The Book of Mormon speaks of three 
separate colonies which came to this coun- 
try, the Jaredites who came out from the 
tower of Babel, the colony led by Lehi 
which left Jerusalem about 600 B. C, and 
the people of Mulek who left ten or twelve 
years after Lehi's departure. 

12. The Book of Mormon says in 2 Nephi 
10:7-9 that when the Jews begin to believe 
on Christ that they shall be gathered from 
the four quarters of the earth and from 
the islands of the sea and that the kings 
and queens of the Gentiles shall be as fa- 
thers and mothers to them. 

The Beauty of Friendship 

The most beautiful thing in life is 
a true, pure friendship. "No man liveth 
unto himself alone," neither can he do 
so. No one would if he could. We are 
social beings. He who has no true 
friends knows not the full meaning of 
life. Sydney Smith said of friendship. 
"To love and be loved is the greatest 
happiness of life." 

True friendship is not the result of 
an hour's chance acquaintance. It is 
the result of knowledge, admiration, 
respect and a consciousness of true 
worth. It is the expression of a per- 
sonal influence between two noble 
people. There is no true, abiding 
friendship between any other kind of 
people. George Washington said: 
"True friendship is a plant of slow 
growth, and must undergo and with- 
stand the shocks of adversity before 
it is entitled to the appellation.'* Jere- 
my Taylor said: "Some friendships 
are made by nature, some by contact, 
some by interest and some by souls. 
But the only friendships that are truly 
worthy the name are those that are 
made by nature and by souls." 

Friendship depends upon more than 
outward attractiveness. It is primarily 
a matter of the inner spirit. Taylor 
said : "Nature and religion are the 
bonds of friendship; excellency and 
usefulness are its great endearments." 
It was of this kind of friendship that 
Allan Throckmorton said: "Once let 
friendship be given that is bom of 
God, neither time nor circumstance can 
change it to a lessening; it must be 
mutual growth, increasing trust, wid- 
ening faith, enduring patience, forgiv- 
ing love, unselfish ambition, and an 
affection built before the throne which 
will bear the test of time and trial." 

If we receive our greatest joys from 
having friends, then we must give the 
greatest joys to others by being friends. 
It is within the power of every one to 
have friends. But we can have true 
friends only as we develop within our- 
selves the capacity to be true friends. 
No one can be a true friend who does 
not have within himself a character 
that is pure, unselfish and steadfast. 
— Young People. 



General Board Committee: Milton Bennion, Chairman; T. Albert Hooper, Vice Chairman 

First Sunday, September 7, 1930 


Lesson: The Unknown God. 

Text: Acts 17:14-34; Sunday School 
Lesson No. 31. 

Objective: To show that men who lack 
moral enthusiasm have no interest in 
Christ or his requirements. 

Supplementary Material: "Ancient 
Apostles," McKay, Lesson 32. "How to 
Teach the New Testament," Rae, Chap- 
ter 57. "Dummelows' Bible Commen- 

Suggestive Outline: 

I. Reasons Why Paul Left Berea. 

II. Why He Left Without His Compan- 

III. His Loneliness in Athens. 

IV. His Activities in Athens. 
V. Address on Mars Hill. 

1. Paul's point of contact. 

2. His description of God. 

3. How different for his sermons to 

4. Statement concerning their gods. 

5. His call to repentance. 

6. The resurrection. 

7. Why the meeting failed. 

8. Effect on Paul. 

The students should carefully read 
Paul's speech as it is recorded in this 
lesson, and notice carefully how it dif- 
fers from sermons to Jews. In one he 
appeals to the scriptures to prove his 
statements, in the other to the works of 
God in nature. Since the speech as given 
by Luke can be said in two minutes, it is 
evidently only a brief summary of the 
whole speech. 

While Paul complimented his audi- 
ence by calling them very religious, it is 
evident that they had little interest in 
their own gods. Faith must have been 
practically dead among the philosophers 
at least. They did not take it seriously 
any longer as Paul would have made a 

deeper impression. They were without 
moral enthusiasm. His introduction and 
point of contact was masterly. Nothing 
could have been more tactful and impres- 
sive. But evidently they were only mildly 
interested from the first. 

The important part of his speech was 
never delivered. He was just coming to 
what he wanted to say about Christ when 
the meeting broke up. This undoubtedly 
resulted from his blunt statement concern- 
ing the resurrection, without carefully 
leading up to it. Paul never forgot his 
experience that day. He was through 
with conceited scholars and shallow nhil- 
osophers. He had tried to meet them 
on their own ground and failed. Hence- 
forth, he would preach Christ and Him 
only to the work-people and those who 
were not so "learned." No doubt he had 
his experience in Athens in mind when he 
wrote repeatedly in his epistles: "Not 
many wise or noble are called. The wis- 
dom of this world is foolishness with God. 
Christ crucified unto the Jews a stum- 
bling block, and unto the Greeks fool- 

We find the same condition now. The 
resurrection of Christ which Paul preach- 
ed, is no more popular with the learned 
today than when he declared it to the 
Stoics and Epicureans on Mars hill two 
thousand years ago. And so we, too. 
must preach the gospel to the poor, and 
declare the good tidings of the kingdom 
to those who are "not learned" in the 
philosophies of this generation. 

Second Sunday, September 14, 1930 


Lesson: Beginning of the New Testament 

Text: Acts 18:1-17; Sunday School 
Lesson No. 32. 

Objective: To show the nature of 
Paul's missionary work in Corinth and 
how the New Testament had its origin. 

Supplementary Material: "Ancient 
Apostles," McKay. Lesson 32, "How to 
Teach the New Testament," Rae. Chap- 
ter 58: "Dummelow's Bible Commen- 
tary" and "Standard Bible Dictionary." 

Suggestive Outline: 
I, Corinth. 
J, Lpgation. 

July, ip3o 



2. Commercial importance. 

3. Character of the people. 

II. Paul's Missionary Activities. 

1. Aquila and Priscilla. 

2. Difficulties encountered. 

3. Titus Justus. 

4. Difficulties encountered. 

5. Beginning of the New Testament. 

III. Paul before Galllo. 

1. Accusations. 

2. Verdict. 

3. Policy of Rome in regard to re- 

IV. Paul's Departure. 

Corinth at this time was one of the 
most important commercial centers in the 
world. It was located around the Sar- 
donic Gulf, and across the narrow isthmus 
connecting northern and southern Greece. 
Julius Caesar began a canal across the 
isthmus but it was not finished until 
modern times. In Paul's day, however, 
a wooden railway transported freight, and 
even small vessels across the isthmus. 
This shortened, by three hundred miles, 
the distance of the sailing route around 
the dangerous Capes, of Taenarus and 
Malea. It also greatly lessened the dan- 
ger, for pirates that roamed the Mediter- 
ranean sea in those days and preyed on 
shipping. All this had a tendency to in- 
crease the wealth and population of Cor- 
inth. It is estimated that 400,000 people, 
counting slaves, lived there in Paul's day. 
Sailors from every port were there, and 
rich merchants from all the large cities 
in the empire, and people from every 
nation, mingled freely together in this 
great commercial center. It was famous 
for its luxury and vice. All kinds of 
religion were tolerated, but few of them 
had much influence for good. The mass 
of the people were steeped in vice and 
sin, and it was difficult for Christianity 
to hold its converts, and keep them from 
lapsing into their former habits. 

During Paul's stay a new proconsul 
named Gallic was installed, and the Jews 
took this occasion to bring charges against 
Paul. They seized him and complained 
to Gallio that "this man persuades men 
to worship God contrary to the Law." He 
dismissed the charges against Paul since 
it was a matter of religion. This illus- 
trates the attitude of Rome towards sub- 
ject races. They were allowed to worship 
as they pleased as long as their religion 
was neither treasonable or immoral. This 
was a very liberal policy, but we can see 
how it was possible later to accuse the 
Christians of treason, when they refused 
to comply with laws that conflicted with 
their manner of worship. But at this 
time the rulers looked upon them as of no 
consequence. Had Gallio fully understood 
Paul's teachings, he would have seen in 

them the seeds of disintegration and 
death to the great Roman Empire. 

Third Sunday, September 21, 1930 

Lesson: Divine Authority 

Text: Acts 18:24-28; 19; Sunday 
School Lesson No. 33. 

Objective: To show that God does not 
sanction any act performed in his name 
without authority. 

Supplementary Material: "Ancient 
Apostles," McKay. Lesson 33. "How to 
Teach the New Testament," Rae, Chap- 
ter 60. Dummelow's Bible Commentary; 
Standard Bible Dictionary; a Bible wall 
map showing Paul's missionary journey, 
a good one can be had for $2.00 at the 
Deseret Book company. 

Suggestive Outline: 
. I. Character of Church Members at 
II. Central Truth of Paul's Teachings. 
III. Paul's Journey Homeward. 
IV. Third Missionary Journey. 

1. Route 

2. Galatia 

3. Ephesus 

4. Appolos 

5. Disciples of John. 

6. Sons of Sceva 

7. Paul's Ministry in Ephesus. 
Pupils should be able to trace the 

routes taken by Paul in all three of his 
rnissionary jourjieys, and locate the prin- 
cipal centers where he labored. It is also 
important that teachers be prepared to 
give interesting information about each 
of the cities mentioned in the text. The 
pupils should be led to see Paul as a real 
person. His persecutions, his sufferings, 
scourgings, imprisonment, discourage- 
ment, courage, enthusiasm, tireless ener- 
gy, success and all other elements that 
contributed to make him the greatest 
missionary of all time, ought to be im- 
pressed upon the minds of the pupils. If 
possible, make the members of the class 
enthusiastic about this man. He emibod- 
ied in his person those elements of char- 
acter which will make for success in any 
line of endeavor. No boy or girl can truly 
understand and love Paul and fail in life. 
In this lesson, the teacher can bring 
out Paul's long and cherished desire to 
labor in Ephesus. This was one of the 
great dreams of his life. But he was will- 
ing to go where God wanted him to go 
first. He learned "to labor and to wait." 
He was satisfied to put it off until God 
was ready for him to go there, though he 
never lost sight of his purpose, until it 
was realized. 



July, 1930 

So every person who ever amounts to 
anything, has some cherished ambition, 
some dream of a thing to be. It may be a 
visit to Europe, or some particular coun- 
try, a college degree, a political office, 
a mission, or the v^^riting of a book, a song, 
a play, or what not. Years pass and he 
is frustrated in one way or another from 
accomplishing his purpose. He meets 
with disappointment, failure — whatever it 
may be that hinders him from accom- 
plishing his purpose is unimportant. Only 
two things matter: First, can he wait 
without discouragement and hold to his 
dream until it is realized? Second, is he 
steadily qualifying himself to make the 
most of it when it comes to him? Paul 
could wait In patience and he was pre- 
pared to make the most of his work in 
Asia when he finally realized his ambi- 
tion. "Get thy spindle and thy distaff 
ready and God will send the flax." 

"Live for something, have a purpose. 
And that purpose keep in view; 
Drifting like a helpless vessel, 
Thou canst ne'er to life be true. 
Half the wrecks that strew the ocean. 
If some star had been their guide, 
Might have long been riding safely, 
But they drifted with the tide." 

Fourth Sunday, September 28, 1930 


1. How were Barnabas and Saul called 
on their first mission to the gentiles? 

2. Who was Elymas the Sorcerer? 
What happened to him? 

3. What important announcement did 
Paul make to the Jews at Antioch of 
Pisidia, when they rejected the gospel? 

4. What miracle did Paul perform at 

5. What effect did this have on the peo- 

6. What was afterward done to Paul at 

7. When Paul and Barnabas returned 
to Antioch, what important question were 
they sent to Jerusalem to have settled? 

8. How was-it decided by the council of 
leaders in Jerusalem? 

9. Why did Paul and Barnabas sepa- 
rate before starting on the second mis- 
sionary journey to the gentiles? 

10. What new missionary companion did 
Paul take with him from Lystra? 

11. How did the gospel come to be tak- 
en to Europe? 

12. Who was Lydia? 

13. Why were Paul and Silas imprisoned 
in Philippi? 

14. How were they delivered? 

15. What happened to the jailor? 

16. Why did Paul's speech to the phil- 
osophers on Mars hill fail? 

17. Tell something about Corinth. 

18. Who did Paul find a home with in 

19. How did the first epistle in the 
New Testament come to be written? 

20. What class of converts did Paul 
m,ake in Corinth? 


1. They were called by the Holy Ghost 
speaking through certain prophets and 
teachers at Antioch. 

2. He was the man who withstood 
Barnabas and Saul at Paphos. Paul re- 
buked him and he was stricken blind for 
a season. 

3. He announced that since they had 
refused the gospel he would take it to the 

4. Paul healed a man who had been 
lame from his birth. 

5. They worshipped Paul and Barnabas 
as gods. 

6. He was stoned and left for dead. 

7. The question of whether the gentile 
converts must submit to Jewish rites and 
ceremonies before they could be baptized. 

8. It was decided that the gentiles 
shovfld not be required to submit to Jew- 
ish rites. 

9. Barnabas wanted to take his cousin 
John Mark along with him, and Paul re- 
fused, so Barnabas took Mark and Paul 
took Silas. 

10. Timothy. 

11. When the missionaries reached Tro- 
as, Paul had a vision of a man on the 
opposite shore in Europe who said to 
Paul: "Come and help us," and the mis- 
sionaries immediately set sail? 

12. She was a woman who lived in 
Phillippi, and the first convert in Eu- 

13. They had healed a demented slave 
girl, who was profitable to her owners 
as a fortune teller. They complained to 
the magistrate that the missionaries had 
interfered with their property, and Paul 
and Silas were scourged and imprisoned. 

14. At midnight while Paul and Silas 
were singing and praising God in their 
dungeon, an earthquake shook the prison 
and opened the doors. 

15. When he saw the miracle of the 
earthquake, he fell on his knees before 
Paul and asked what he must do to be 
saved. Then Paul preached the gospel 
to him and he was baptized with his 
whole family. 

16. Because his hearers saw no need of 
salvation. Repentance and the resurrec- 
tion seemed foolishness to them. Then, 

July, 1930 



too, Paul failed to understand their point 
of view and did not make a Rood ap- 
proach to the subject of the resurrection, 

17. Corinth was located about fifty miles 
west of Athens on an Isthmus that con- 
nected northern and southern Greece. It 
was a great commercial center, very rich 
and prosperous, but especially noted for 
its wickedness and immorality. 

18. Aquila and Priscilla, Jews who had 

been banished from Rome by the Emperor 

19. Silas and Timothy came from Thes- 
salonica to visit Paul in Corinth, and re- 
ported the conditions of the saints in that 
city. Some were faithful, others were 
backsliding, and since Paul could not visit 
them, he decided to write them a letter. 

20. Most of his converts in Corinth came 
from the lower classes. 




General Board Committee: 

Robert L. Judd, Chairmmi; Elbert D. Thomas, Vice Chairman; 
Marie Austin 


First Sunday, September 7, 1930 

Lesson 33. Ruth 

Text: Sunday School Lesson 33. 
Reference: The Book of Ruth. 
Objective: "Service to others brings 
happiness to one's self." 
Suggestive Lesson Arrangement: 

I. Naomi's Marriage and the Misfor- 
tunes that followed. (Ruth chapter 

1. The Daughters-in-law. 

a. Ruth. 

b. Orpah. 

2. Their different courses. (Ruth 

IL Ruth's great words. (Ruth 1:16-17.) 

III. The Ancient Harvesting methods. 
(Ruth 2:1-3.) 

IV. Her meeting with Boaz. 

.V. The Responsibility of Kinsmen to 

the Dead's Dependents. (Ruth 

3:6-13; 4:1-9.) 

VI. Boaz marries Ruth. (Ruth 4:9-12.) 

VII. The Importance in Israel's History 

of this Marriage. (Ruth 4:13-22.) 

Lesson Enrichment: 


By Oliver C. Dalby 

Ruth, The Moabitess. 

The Book of Ruth occupies a position 
in our English Bible between Judges and 
Samuel, and deals with the same period 
of time as covered by the former and the 
first chapter of the latter. Yet, it is quite 
impossible for any thoughtful reader not 

to be struck with the great literary dif- 
ferences between it and what may be 
termed the hero tales in the Book of 
Judges, and the chivalry romance of I 

One of the things that makes the Bible 
such a very human book is that it hides 
nothing. In it men love and hate, worship 
and revile, fight for glory and die in 
shame, preach mortality and live in 
sensuality, teach the Ten Commandments; 
"thou shalt not kill," "Thou shalt not 
steal," "Thou shalt not bear false witness," 
yet they do lie, and steal, and kill, until 
the heart grows sick of the sins of the 
people whom God had chosen from amon^ 
the nations to be "his people." 

In the Book of Judges we have the 
story of war and ihatred, of blood and 
strife. And in the Book of Samuel we 
have the story repeated of more war and 
more hatred, and more blood, and more 
strife. But between these two books like 
an oasis in a desert, is the Book of Ruth; 
a marvelous story of love and charm and 
beauty, filling the part of the Old Testa- 
ment most in need of it with a fragrant 
scent of sweetness as do the flowers of the 

Nowhere in literature is to be found a 
lovelier delineation of womanhood than in 
the short Book of Ruth. There are three 
heroines set in the picture, but placed in 
such a position as to best bring out the 
portrait of Ruth. We are pleased with 
each of the characters as they are pre- 
sented to us. We love Orpah for her 
sweet attractiveness and her devotion to 
her ihusband and to her mother-in-law, 
nor do we find any fault with her because 
she was attached to her home, her kindred, 
and the land of her nativity. The life 
of Naomi, the oldest of the three women, 
is more beautiful still. She must have 



Jvly. 1930 

been a wonderful mother-in-law to have 
not only Ruth, but Orpah as well, de- 
termined to accompany her in her poverty 
back to her old home, to a people that 
were aliens and strangers to the two 
younger women. As we read the story, 
we are drawn to Naomi for her motherly 
interest in her daug|hters-in,-law. We 
sympathize with her in her bereavement, 
weep with her in her sorrow, and rejoice 
with her in her new-found happiness. 

The Character of Ruth 

But it is in the character of Ruth that 
our interest centers. Ruth is the kind 
of woman, that draws the heart of human- 
ity after her. She must have been fair to 
look upon, although no mention of that 
is made in the story. But even if lacking 
in facial beauty, she had the more lasting 
qualities of loveliness, unselfish devotion, 
lowly serviceableness, maidenly modesty, 
and fervent faith. It is such a character 
that we are asked to remember. 

The story of Ruth kindles the flames 
of love in the universal heart. Men like 
it because it has in it the elements of 
mystery and attractiveness. Women lov£ 
to read the story because they recognize 
in it an, illustration of the best type of 
womanhood. The story itself is the story 
of ordinary people. As it proceeds, the 
character of Ruth unfolds and becomes 
more and more beautiful. From Ithe 
moment she determines to accompany 
Naomi to Bethlehem, she becomes the 
central figure of the lule. From this 
point in the story to the end of the book, 
it is essentially the story of Ruth. 

Israelites in the Land of Moab 

The city of Bethlehem, where lived 
Elimelech, with his family, consisting of 
himself, his wife Naomi, and his two sons, 
Mahlon and Chilion, was visited by a 
famine. Thinking to better their financial 
condition, this family determined to make 
their home in Moab, where the fields 
were a little greener, the valleys a little 
broader, the harvests a little richer, and 
the prospect a little fairer, than they were 
in Judea. 

Although the distance in miles between 
the two countries is not great, the gulf 
that otherwise separated the children of 
Israel from the Moabites was a wide gulf. 
To the mind of the Jew, any distance, 
regardless of the number of miles, is a 
tremendous distance which separates him 
from the shrine of his worship, or takes 
him into a land that knows not the "God 
of Israel." 

The people of Moab were closely re- 

lated by blood to the children of Is- 
rael, but their history was very different. 
They were the descendants of Lot, the 
nephew of Abraham, but they had long 
since ceased to worship the God of Abra- 
ham. Like the surrounding tribes they 
had dirfted into idolatry and the pure 
faith of their fathers had dwindled into 
decay and died. 

The Search for Material Things Fails 

The prosperity that the family of 
Elimelech had hoped for in the land of 
Moab seems not to have attended them. 
In a few years Naomi was a widow. Ten 
years more and the two sons had married 
wives of the daughters of the land where 
they had come to make their home, ad- 
herents of an alien religion. Soon these 
young men followed their father to the 
grave, without having surrounded them- 
selves with the material blessings they 
had expected to find when they left their 
Bethlehem home. 

Naomi, so far as we are able to judge, 
was left destitute. Husband and children 
gone; the "full measure" with which she 
came out of Judea had been "spent", and 
she was now to return empty. The place 
of her sojourn was to her a land of 
strangers; "Jehovah had igone forth 
against her." The voices of her old 
sanctuary were calling to her to return; 
she must retrieve the mistakes of the past; 
she must return to the land of her birth; 
must go back to her native soil, to her 
old home; back to the favor of her God. 

The Biblical account of the Judean 
family's sojourn in Moab is painfully brief, 
the mere mention of their arrival, the 
death of Elimelech, the marriage of the 
two sons, their ten years' residence, and 
their death. That is all. Then Naomi, 
broken-hearted and in poverty, "arose 
with her daughters-in-law that she might 
return from the country of Moab" to die 
in her native land. 

There is no thought on her part to take 
her daughters-in-law with her back to 
Bethlehem. It is too much to ask them to 
leave their fathers and their mothers and 
their native land; to change their mode of 
worship, to accompany her and make their 
home among an alien people. But Orpah 
and Ruth were devoted to Naomi. Under 
the impulse of their affection, they set out 
with the intention of accompanying her to 
Judea. But Naomi bids them return. 
Knowing full well that should they go 
with her, they may not be favorably re- 
ceived by her people, or be accorded the 
treatment they deserved. 

"Turn again my daughters," she said, 
"and go your way." Then "she lifted up 


July, ip3o 



her voice and wept, and Orpah kissed her 
mother-in-law, but Ruth clave unto her." 

Making A Choice 

Thus is met and passed the crisis in 
the life of Ruth. We all meet sometime, 
somewhere, in our lives the place where 
we are required to make a choice. Upon 
that choice often depends our success or 
our failure. Ruth made her choice, she 
meant to follow Naomi. Before her are 
barren hills of Judea, alien faces, unknown 
hardships.^ What calls her hither, her love 
for Naomi, her desire for adventure, her 
hope to be free from the cares and toils 
of life? It cannot be. She hears a voice 
that we do not hear. There is an impulse 
that draws her onward. It is the urge of 
duty, it is the impulse of love; it is the 
call of faith, the faith of her mother-in- 
law, the faith of her dead husband; it is 
the summons of the God of Israel. 

Note the words of her resolve as con- 
tained in this the finest of all passages 
of scripture: 

. "Intreat me not to leave thee, 
And to return from following after thee; 
For whither thou goest, I will go; 
And where thou lodgest, I will lodge; 
Thy people shall be my people. 
And thy God shall be my God; 
Where thou diest, Will I die, 
And there will I be buried; 
Jehovah do so to me, and more also. 
If ought but death part thee and me." 

I repeat that Ruth was a beautiful char- 
acter; as beautiful in Bethlehem as she 
was in the land of Moab. No sooner do 
we find her in her new surroundings than 
we discover her attempting to provide for 
the material interests of the little home 
that she and Naomi occupied. 

"And Ruth the Moabitess said unto 
Naomi, 'Let me go into the field, and 
glean among the ears of grain after him in 
whose sight I shall find favor." 

A very lowly task this following after 
the reapers to gather the spilled ears of 
grain, but Ruth did not hesitate to take 
the humble place. She was "meek and 
lowly in heart," and accepted the position 
of one of God's poor. By so doing she 
won a place and a name in history that 
can never be effaced. Her marriage to 
Boaz enrolled her among the great names 
preserved to us in scripture, for she be- 
came the mother of Obed who "is the 
father of Jesse, the father of David," the 
progenitor of our Lord. 

Second Sunday, September 14, 1930 

Lesson 34. The Boy Samuel 
Text: Sunday School Lesson 34. 

Reference: I Samuel chapters 1, 2, 3, 4, 
Objective: "For them that honour me 
I will honor." I Samuel 2:30. 

"Ask and it shall be given you; seek and 
ye shall find, knock and it shall be opened 
unto you." Matt. 7:7. 

"And whatsoever ye shall ask the 
Father in my name which is right, be- 
lieving that ye shall receive, behold it 
shall be given unto you." Ill Nephi 18:20. 
Suggestive Lesson Arrangement: 
I. Samuel the Fifteenth and Last of the' 

Note: Here review Ibriefly the 
^history of Israel from Abraham 
through the Judges. This should 
take but a minute or two. With 
• Samuel we begin the Period of the 
Kings. The emphasis of the three 
periods of the Patriarchs, the Judges, 
and the Kings aids students in proper 
orientation of the historical move- 
ment of the Old Testament. 
II. Hannah's prayer and desire. (I 
Samuel 1:9-19.) 

III. The Lord's Promise. 

IV. The Call of Samuel and the Lord's 
Message to Eli. (I Samuel 3:1-21.) 

V. The Death of Eli. 

1. Its cause. (I Samuel 4:17-18.) 
VI. Israel's defeat by the Philistines and 

the loss of the Ark. 
Lesson Enrichment: 


By OHver C. Dalby 

Samuel The King Maker 

In the prayer that Hannah offered to 
God asking for a son, she addresses him 
as "Jehovah of hosts," or as the Author- 
ized Version has it, "Lord of Hosts." It is 
of more than passing interest to note that 
this is the first time that this afterward 
oft repeated expression is found in Scrip- 
ture. If we inquire as to its meaning, we 
shall find that here is positive evidence 
that Hannah at any rate was not mistaken 
as to the extent of God's power, for by 
this name she meant, the Lord who rules 
in heaven and on earth, who leads out the 
hosts of heaven,^ the moon and the stars, 
who sends his messengers, the angels, 
upon his errands to all parts of the earth, 
and who is Lord of the Sabbath directs 
the world's course. This is in direct con- 
tradiction to the assertion by many Bible 
critics that there is no evidence that the 
children of Israel believed that Jehovah 
was anything other than a local deity. 
If such a God will but speak to Hannah 
all things are possible to him. 

The faith element in Hannah's prayer 



July, 1030 

must not be overlooked. Even before the 
benediction of Eli, she felt that her prayer 
had reached the throne of grace, and 
would be answered according to her faith. 
She had anticipated these centuries before 
the wonderful words of the Master the 
secret of an answer to supplication: 'All 
things, whatsoever ye shall ask for in 
prayer, believing, ye shall receive." 

It is E. Morgan in "The Calls of God" 
who writes: "If ever there was a child 
of many prayers, Samuel was he. His 
life was an answer to the fervent suppli- 
cation of his mother, by whom he was 
dedicated before his birth to the holy 
service of Jehovah. For weal or for woe 
a mother's influence is infinitely great. 
We are surprised to learn that Byron's 
mother was proud, ill-tempered and vio- 
lent; or that Nero's was a murderess. On 
the other hand, we need not be astonished 
that Sir Walter Scott's was a lover of 
poetry; or those of Wesley, Augustine, 
Chrysostrom, Basil, and others, remark- 
able for their intelligence and goodness. 
Like mother like child. This is what led 
the good Lord Shaftesbury to exclaim: 
"Give me a generation of Christian 
mothers, and I will undertake to change 
the face of society in twelve months." 

Hannah felt that in return tor a son, 
the gift of God, that she must make some 
recompense to the Lord so she vowed to 
dedicate the child to Jehovah. As soon, 
therefore, as he was weaned she, with her 
husband, brought him to the tabernacle 
at Shiloh where she had so earnestly 
prayed for him to be given her of God. 
Here they gave him over to God's service 
in charge of Eli. It was an unusual thing 
for a child of that age to be wholly given 
into the temple of service. The^ priests 
made much of him and furnished him with 
a sacred garment, the ephod, patterned 
after their own. His motner every year 
gave him a little mantle such as was worn 
only by high personages, and this he re- 
tained as a badge of distinction through- 
out his life. 

He seems to have been allowed to sleep 
in the inner sacred place. His special 
duties were to put out the sacred candle- 
stick, and to open the doors of the taber- 
nacle at sunrise. It was while yet a child 
that he received his prophetic call. The 
importance of his call has some times 
been questioned. Why should the Lord 
make known to a mere child what was to 
befall the family of Eli? The answer is 
that a change was about to be made in 
the line of priesthood, and Samuel was to 
establish the new order. The reason for 
the change was made known to him as a 
solemn warning against disobeying God's 
commandments. How full of interest is the 

treble call, and the suggestion of Eli that 
in case the Lord should call again that he 
make answer, "Speak Lord for thy servant 
heareth." That is altogether a most 
splendid passage of Scripture. Would 
that we all might answer so when the 
Lord calls us. 

Samuel As A Prophet 

"And Samuel grew, and the Lord was 
with him, and did let none of his words 
fall to the ground. And all Israel from 
Dan to Beersheba knew that Samuel was 
established to be a prophet of the Lord." 

From this it is evident that continued 
communications were received by Samuel, 
and that already in his youth he had be- 
come a national figure. "And the Lord 
appeared again in Shiloh; for the Lord 
revealed himself to Samuel in Shiloh by 
the word of the Lord." Hannah was al- 
ready reaping interest on her "loan to 
the Lord." No doubt there was some pain 
at her severance from Samuel as a child, 
but in reahty she had but "loaned" to the 
Lord what was all the time his own, and 
how great must have been the recompense 
when it was known to her that "Samuel 
grew, and the Lord was with him." That 
sounds very like St. Luke's account of the 
child Jesus, does it not? 

Samuel is sometimes spoken of as "the 
first of the prophets." This is hardly cor- 
rect because there had been prophets be- 
fore his time, but he was the first of a 
long unbroken line of Divinely inspirad 
teachers sent to keep Israel in the way 
that God would have them go. Someone 
has said that Samuel on the night when 
God first manifested himself to him saw 
enough "to make an old man and a seer 
before morning." He saw what would 
be the end of Eli and his sons as a result 
of their sins, that "the wages of sin is 
death," and he profited by that experience. 

There has been much quibbling among 
Bible critics as to whether Samuel was a 
"prophet" or a "seer." This has led in 
turn to an attempt to point out a distinc- 
tion between the two. Samuel is called 
emphatically "The Propeht," But you 
will recall also that when Saul asked him, 
"Tell me, I pray thee, where the seer's 
house is," that he answered, "I am the 
seer." These are confusing terms, and is 
worth our time only to note that Samuel 
was regarded as both a prophet and seer 
in Israel. "The Lord uncovered his ear 
that he might whisper his messages to 
him as he has been pleased to do to the 
prophets who have succeeded him. 

Samuel As King-Maker 

It has already been pointed out that the 
time had come in Hebrew history if the 

July, 1930 



people were to survive they must cease 
to be tribes and become instead a central- 
ized government. And so they came to 
Samuel. "We must have a king," they 
said. But Samuel disapproved. It is 
easy to understand w^hy. It was a con- 
fession on the part of the Israelites that 
they had been unable to realize the grand- 
eur of their destiny. It meant that they 
could not meet the terms of the best, and 
were compelled to accept the second best. 
There were many disadvantages to the 
establishment of a monarchy. No doubt, 
too, there was something to be gained, 
but only because they had failed in their 
attempt to allow God to rule over them. 

No doubt Samuel understood the situa- 
tion fully. It was not that the new form 
of government was so displeasing to him, 
but that through its establishment there 
was danger that Israel would look even 
with less dependence upon God than they 
had done up to that time. In addition, as 
pointed out by Samuel, there would be the 
ever attendant evils of social injustice 
that attaches to a kingdom of taxes to 
support the king and court, the cost of a 
standing Army, and high-born military 
leaders, the danger of tyranny which al- 
ways accompanies the giving of too much 
power into the hands of one man. These 
and other evils would follow the "giving 
of a king to Israel." 

"One of the most magnanimous and 
majestic and heroic deeds ever done in 
the history of the world was done by 
Samuel, when convinced that it was the 
will of God, he set himself to do what no 
other man could do — to forsake the past, 
to abandon all the lines of action on which 
he had worked through the best years 
of his life, and to put into other men's 
hands fresh possibilities. That meant the 
condemnation of all his efforts. Think 
what it was to this great statesman to 
have seen what was the ideal of his 
country's greatness, moral and material, 
to have struggled for a life time to give 
eiiect to that ideal to have done a good 
deal to establish it, and then to have the 
grandeur, the honesty, the detachment 
from self and pride to come forward pub- 
licly and confess that his whole policy had 
been a failure; not because it was wrong, 
but because, through ancient evils mak- 
ing the realization of the high ideal im- 
possible, the only thing that could be 
done was to accept something inferior. 
Quite willingly, cordially and heartily, 
without himself becoming a leader of the 
new movement and unsaying all the part, 
he was ready to do what in him lay, 
loyally, with God's might and strength, 
to make the departure a great success." 

SiMiday, September 21, 1930 

Open Sunday to provide for Quarterly 
No Lesson. 

Quarterly Review 
Fourth Sunday, September 28, 1930 

1. (a) From what land did Ruth come? 
Answer — Moab. 

(b) Where was this land? 

Answer — The land of the Moabites was 
east and south of the south half of the 
Dead sea. 

(c) Repeat Ruth's famous words spoken 
to her mother-in-law. (See Ruth 1:16-17). 

Answer — "Intreat me not to leave thee, or 
to return from following after thee; for 
whither thou goest, I will go; and where 
thou lodgest, I will lodge; thy people shall 
be my people, and thy God my God; where 
thou diest, will I die, and there will I be 
buried ; the Lord do so to me, and more also, 
if ought but death part thee and me." 

(Note: While the writer of these lessons 
was preparing the lesson on Ruth his won- 
derful old mother, well passed eighty, sat 
at the table with him. The writer asked his 
mother to repeat Ruth's famous words. She 
did it perfectly. Then she told him how 
and when she learned them as a little girl 
in school in England.) 

2. (a) From what mountain did Moses 
behold the Promised Land? (See Deuter- 
onomy 32:48.) 

Answer — Mt. Nebo. 

(b) Why were Moses and Aaron not al- 
lowed to go into the Promised Land? (See 
Deuteronomy 32 :Sl-52 and Numbers 20 :7- 

Answer — Because they failed to sanctify 
God in the eyes of the children of Israel 
at the time God made water come from the 
rock after Moses struck the' rock with his 

3. What were the names of Samuel's par- 
ents ? 

Answer : Elkanah and Hannah. 

4. What was the name of the High Priest 
Samuel assisted? 

Answer — Eli. 

5. Give the story of the birth and the 
boyhood of Samuel. 

Answer — "Samuel" means "Ask of God." 
This name was given to Samuel by his 
mother Hannah who prayed earnestly for a 
son and who also promised if a son were 
born to her that she would consecrate him 
to the service of the Lord. The Lord an- 
swered Hannah's prayer and when Samuel 
was old enough to leave his mother she 
sent him, as she had promised, to the High 
Priest, Eli to help him. Samuel thus spent 
his boyhood in the service of the High 

438 THE INSTRUCTOR July, 1930 

Priest and in assisting in the sacrifices at the Israelites because the Philistines were 

the Tabernacle. again victorious and they succeeded in cap- 

6. Tell how the Israelites lost the Ark. turing the Ark. 

Answer— During the Judgeship of EH, 7, Name a Woman Judge. 

the High Priest, there was war between Answer Deborah. 

the Israelites and the Philistines. In one g. How did Samson die? 

of the battles the Israelites were defeated. 

Then they decided that if the Ark was sent Answer — Samson killed himself when he 

to them and could be carried into battle pulled out the supporting pillars of the 

with them that they would win the next building where the leaders of the Philistines 

time. This was done. But it did not help had assembled. 



Ex-President Coolidge's Estimate of Religion 

"Our government rests upon religion. It is from that source 
that we derive our reverence for truth and justice, for equality 
and liberty, and for the rights of mankind. Unless the people 
believe in these principles they cannot believe in our govern- 
ment. There are only two main theories of government in the 
world. One rests on righteousness, the other rests on force. 
One appeals to reason, the other appeals to the sword. One is 
exemplified in a republic, the other represented by a despotism. 

"The government of a country never gets ahead of the 
religion of a country. There is no way by which we can 
substitute the authority of law for the virtue of man. Of course 
we can help to restrain the vicious and furnish a fair degree of 
security and protection by legislation and police control, but the 
real reforms which society in these days is seeking will come as 
a result of our religious convictions, or they will not come at all. 
Peace, justice, humanity, charity — these cannot be legislated into 
being , They are the result of divine Grace. 

'T have long felt a very deep interest in the work of the 
Sunday school Bible classes, because of the conviction that this 
sort of serious and continuous study is not only of the greatest 
spiritual and character-building value, >but the means of 
familiarizing people with one of the splendid monuments of all 
literature, the Bible." 



General Board Committee: Alfred C. Rees, Chairman; James L, Barker, Vice Chairman: 

Horace H. Cummings and Wm. A. Morton 


First Sunday, September 7, 1930 

Open Sunday. Use the time to catch up 
on lessons missed when the class was dis- 
missed to attend stake conference. 

Second Sunday, September 14, 1930 
Lesson 33. Brazil Banishes her Emperor. 

Objective : To teach that the Spirit of the 
Lord moves upon the people even in their 
government affairs. 

To teachers: By acquainting the class 
with these historical facts in their relation 
to religious freedom, a powerful battery of 
testimonies is being placed in the hands of 
our_ young people in combating attacks 
against the Book of Mormon and against 
prophecy generally. 

Let them see today how even a beloved 
monarch was destined to go. He was obliged 
to fulfill prophecy. There is nothing apol- 
ogetic about the prophecy in the Book of 
Mormon respecting Kings. It says simply 
and defiantly, "There shall be no Kings," 
etc. The most unusual thing about the af- 
fair under discussion today is that the 
people themselves overthrew a kind, be- 
nevolent ruler. He was not despotic nor 
tyrannical. They simply had it in their 
hearts that their ruler must go, even 
though they loved him. Why? Who im- 
planted that urge in their hearts? 

Third Sunday, September 21, 1930 
Lesson 34. 

Subject: Book of Mormon and Bible 

Objective: To teach that prophets often 
speak and write on subjects beyond their 
own understanding. 

To Teachers: Orson Pratt's discussion 
of the convulsion of nature on the Western 
continent immediately following the death 
of the Savior, should prove illuminating ma- 
terial for your class. 

When the Prophet Joseph Smith trans- 
lated as he did, he evidently gave little, if 

any, heed to the statements in the Bible on 
the subject of time of the Savior's cruci- 
fixion. He did not attempt to reconcile 
itwith the Bible statement. As Orson Pratt 
hints, it is not likely that Joseph Smith 
being unlearned could have solved the riddle, 
even if he had tried. He was unlearned in 
subjects of this technical character. Yet 
under the inspiration of the Holy Spirit 
he translated a scientific truth. 

Ever since the first publication of the 
Book of Mormon, as new truths have been 
discovered, statements made in the Book of 
Mormon have taken on new and deeper 
meaning. The_ statement referred to in 
this lesson is just one of the many that 
testify to the fact that Joseph Smith was 
not the creator or author of the book. The 
world must look elsewhere for its source. 

More and more people are discovering 
that source to be God Himself through 
His prophets. Orson Pratt's analysis of the 
one item is a worthy contribution to the 
evidence of that divine origin. 

Quarterly . Review Questions 

Fourth Sunday, September 28, 1930 

1. What was Willard Richards' reaction 
to his first reading of the Book of Mormon? 

2. What part did the Book of Mormon 
perform in the conversion of Brigham 
Young ? 

3. Name as many languages as you can 
into which the Book of Mormon has been 
translated ? 

4. Give the passages and the substance of 
each, which are interpreted as referring to 
Columbus ? 

5. In what respects is America a "choice 

6. Contrast conditions in America at the 
time the Book of Mormon was published 
with the present time. 

7. What has England done toward the ful- 
fillment of Book of Mormon prophecies? 

8. Quote passages from the Book of Mor- 
mon which prove that American Indepen- 
dence was divinely intended. 

9. Explain why the Monroe Doctrine is 
in harmony with Book of Mormon prophecy. 

10. Name two instances of the failure of 
attempts to establish monarchies in Amer- 


GtMeral Board Committee: Adam S. Bennion, Chairman; J. Percy Goddard, Vic* Chmirman 


First Sunday, September 7, 1930 

Lesson 32. The Prophet Joseph Smith's 
second journey to Jackson County, Mis- 

Text: Sunday School Lessons, No. 32. 

Supplementary References: Joseph 
Smith, History of the Church, Vol. I, 
pp. 265-272; George Q. Cannon, Life of 
Joseph Smith, pp. 117-119. 

Objective: To show that the Lord pre- 
served the life of the Prophet Joseph 
Smith on his second visit to Jackson 
county, Missouri. 

Organization of Material: 

I. Joseph Smith, Junior, left Hiram, 
Portage county, Ohio, Sunday, April 1st, 
1832, and arrived in Missouri Tuesday, 
April 24th. 

n. The Prophet sojourned in Missouri 
from April 25th to May 6th, 1832. 

III. The Prophet left Independence, 
Missouri, May 6th and arrived in Kirt- 
land, Ohio, June, 1832. 

Lesson Enrichment: NEWELL KIM- 
BALL WHITNEY was born February 
Sth, 1795, at Marlborough, Windham 
county, Vermont, the eldest son and sec- 
ond child among nine of Samuel and 
Susanna Whitney. When a small boy, 
with his fortune in the little pack he car- 
ried on his shoulder, he bade farewell to 
father, mother, brothers, sisters and the 
associations of boyhood. When nineteen 
he was engaged as a merchant in a small 
way at Plattsburg, New York, on the west 
shore of Lake Champlain. In 1817 he 
located at Painesville, Ohio, where Al- 
gernon Sidney Gilbert, recognizing New- 
ell's business qualifications took him into 
his store as clerk and gave him some 
knowledge of bookkeeping. Several years 
later the prosperous mercantile firm of 
Gilbert and Whitney is heard of, located 
a few miles from Painesville and not far 
inland from Lake Erie. Newell had stead- 
ily risen from the time he entered the mer- 
chant's employ until he was junior part- 
ner of the firm. * * * "Mother Whitney" 
gives the following brief sketch of the man 
who made her his wife: "He was a young 
man who had come out west to seek his 
fortune. He had thrift and energy and 
accumulated property faster than most of 
his associates. * * * He had been trading 
at Green Bay, buying furs and skins from 
the Indians and trappers for the eastern 
market, and exchanging them for goods 

suitable to the wants of the people in 
that locality. In his travels to and from 
New York, he passed through the country 
where we resided, Kirtland; we met and 
became attached to each other, and my 
aunt granting her full approval, we were 
married. Our tastes and feelings were 
congenial, and we were a happy couple 
with bright prospects in store. We pros- 
pered in all our efforts to accumulate 
wealth, so much ;so that among our 
friends it came to be remarked that noth- 
ing of Newell K. Whitney's ever got lost 
on the lake, and no product of his was 
ever low in the market." Up to this time 
neither had made any profession of relig- 
ion. Later, however, they joined the 
"Campbellites" and remained members 
of that Church, of which Sidney Rigdon 
was the local head, until Parley P. Pratt 
preached in Kirtland. Both believed and 
were baptized in November, 1830. * * * 
Bishop Whitney was one whom Joseph 
Smith trusted implicitly, not only in mon- 
etary matters, but with many of his most 
secret thoughts. * * * Among those who 
stood true to the Prophet during the 
troublesome times of the apostasy at 
Kirtland, was Bishop Whitney. He left 
Kirtland in the fall of 1838 for Missouri 
and arrived at Nauvoo on June 17, 1839 

* * * Here he was called to be the Pre- 
siding Bishop of the Church. * * * In the 
winter of 1846 he was at Winter Quarters, 
officiating as presiding Bishop and Trus- 

tee-in-Trust for the Church In 1848 

he led a company of Saints across the 
plains to Salt Lake Valley, arriving Oc- 
tober 8th. * * * September 23, 1850. after 
thirty-six hours of suffering, he died. * * * 
Deseret Weekly News, September 28th, 
1850: "In him, the Church suffers the loss 
of a wise and able counselor and a thor- 
ough and straightforward business man 

* * * He has gone down to the grave, 
leaving a spotless nartie behind him, and 
thousands to mourn the loss of such a 
valuable man." (L. D. S. Biographical 
Encyclopedia, pp. 222-227, Vol. I). 

Application: If I put my trust in the 
Lord, he will preserve me until my life's 
work is accomplished. 

Second Sunday, September 14, 1930 

Lesson 33. Labors of the Prophet during 
the stammer and fall of 1832— the 
coming of Brighanx Young. 

Text: Sunday School Lessons, No. 33. 

July, ip3o 



Supplementary References: Joseph 
Smith, History of the Church, Vol. I, pp. 
273-300; B. H. Roberts, Comprehensive 
History of the Church, Vol. I, pp. 286-289. 

Objective: To show that Brigham 
Young was a chosen servant of the Lord. 

Organization of Material: 

I. From June to September, 1832, the 
Prophet continued his revision of the 
English Bible. 

II. In June, 1832, the first number of 
The Evening and Morning Star was 
issued from the press in Indepen- 
dence, Missouri. 

III. During September, 1832, the elders 
who had been on missions to the 
eastern states returned to Kirtland 
and reported. 

IV. Through the fall of 1832, the Proph- 
et continued to revise the Bible, ex- 
cept a hurried visit to several east- 
ern titles. 

V. On November 8th, 1832, Elders Jos- 
eph Young, Brigham Young, and 
Heber C. Kimball, of Mendon, Mon- 
roe county. New York, visited the 
Prophet at Kirtland. Ohio. 

Lesson Enrichment: "BRIGHAM 
YOUNG was born in Whitingham, Wind- 
ham county, Vermont, June 1, 1801. He 
was the ninth child and fourth son of 
John and Nabby Howe Young. He was 
early taught by his parents to live a 
strictly moral Hfe, still it was not until 
he was in his twenty-second year that he 
gave serious thought to religion. He join- 
ed the Methodist church. On the 8th of 
October he married Miriam Works, the 
daughter of Asa and Jerusha Works, and 
for a number of years followed the trade 
oi carpenter and joiner, painter and gla- 
zier. In the spring of 1829 he made his 
■home at Mendon, a small town fifteen 
miles south and east of Rochester, in 
Monroe county, where his father also 
resided. A year later hfe saw for the 
first time the Book of Mormon, a copy 
that was left at the house of his brother, 
Phinehas H. Young, by Samuel H. Smith, 
brother of the Prophet. In the fall of 
1831, Elders Alpheus Gifford, Elial Strong 
and others appeared in the vicinity of 
Mendon, preaching the restored Gospel, 
as revealed through Joseph Smith. Brig- 
ham believed their testimony. In com- 
Dany with his brother, Phinehas, and 
Heber C. Kimball, he visited a branch of 
the Church in Columbia, Bradford coun- 

ty, Pennsylvania. They remained here 
about a week, during which time their 
faith was much strengthened in the mis- 
sion of the modern Prophet. On return- 
ing to Mendon, Brigham Young, in com- 
pany with John P. Greene, started for 
Canada to find Joseph Young, an elder 
brother of Brigham's, then a preacher in 
the Methodist church. On meeting his 
brother, Brigham related what he had 
learned of the new dispensation and Jos- 
eph rejoiced at hearing the glad tidings. 
Together they returned to Mendon, where 
they arrived in March, 1832; and on the 
14th of April following, Brigham was 
baptized by Eleazer Miller, and confirmed 
a member of the Church at the water's 
edge. He was ordained an elder in the 
Church. During the summer of 1832 he 
preached in Mendon and vicinity and as- 
sisted in raising up several branches of 
the Church. On the 8th of September 
his wife died of consumption, leaving him 
with two small children, both girls. After 
the death of his wife he made his home 
with Heber C. Kimball, the latter's wife 
taking in charge his motherless babes. 
In the same month of September, in com- 
pany with Heber C. Kimball and his 
brother Joseph, he went to Kirtland on 
his visit to the Prophet." 

"HEBER C. KIMBALL was born 
June 14, 1801, in Sheldon, FrankHn coun- 
ty, Vermont. His parents were Amer- 
can born, though of Scotch extraction. 
His opportunities for acquiring an educa- 
tion even of the common school order 
were extremely limited. At the age of 
nineteen he was apprenticed to his elder 
brother, Charles, to learn the potter's ^ 
trade. Here he served some two years, 
and then worked for his Brother as a 
journeyman potter. While yet in the em- 
ploy of his brother they together moved 
to Mendon, Monroe county, where the 
latter established a pottery. While liv- 
ing here Heber married Vilate Murry, of 
Victor, a town near Mendon, but in the 
adjoining county of Ontario. Soon after 
his marriage he joined the Baptist church. 
Three weeks later, and some time in the 
winter of 1831, a number of the Elders 
of the Church of Jesus Christ of Latter- 
day Saints began preaching in the town 
of Victor, and Heber C. Kimball and a 
number of the Youngs attended their 
meetings. Then followed the visit to the 
branch of the Church in Columbia, Penn- 
sylvania. After his return from Colum- 
bia he was baptized by Alpheus Gifford, 
on the ISth of April, 1832. During the 
summer of 1832 Heber C. Kimball was 
ordained an Elder and with the Youngs 
labored part of his time in the ministry, 
and succeeded in raising up several small 



July, 1930 

branches of the Church. In September 
he made the journey to Kirtland." (Jos- 
eph Smith, History of the Church, Vol. I, 
pp. 296-297). 

Application: Live righteously, for you 
may be a chosen servant of the Lord. 

Third Sunday, September 21, 1930 

Lesson 34. The Prophet predicted the 
Civil War and other wrars. 

Text: Sunday School Lessons, No. 34. 
Supplementary References: Joseph 
Smith, History of the Church, Vol. I, pp. 
301-321; B. H. Roberts, Comprehensive 
History of the Church, Vol. I, pp. 293- 
304; George Q. Cannon, Life of Joseph 
Smith, pp. 125-127. , ^ . ^ 

Objective: To show that Joseph Smith 
was a true Prophet of God. 
Organization of Material: 
L On December 25th, 1832, Joseph 
Smith prophesied that the United 
States would in due time be plunged 
into a civil war, which should begin 
in South Carolina. He also predict- 
ed that after that war, war would' 
be poured out on all nations. 
XL The Revelation known as The Olive 
Leaf was given December 27th, 1832. 
III. The Prophet again warned the 
saints of Missouri to repent of their 
sins and live more closely to their 
God, for if they did not great af- 
fliction would come upon them. 
Lesson Enrichment: "The revelation 
and prophecy of war, of December 25th, 
1832, was not immediately published. The 
elders engaged in the missionary work 
of the Church, however, obtained a man- 
'* uscript copy of it, and in their journeys 
carried it with them and read it to their 
congregations in various parts of the 
United States. * * * The revelation and 
prophecy preceded the event of the great 
American Civil War. The revelation con- 
taining the prophecy was given on the 
25th of December, 1832. The first shot 
fired in the great war was fired early on 
the morning of April 12th, 1861. Hence 
the prediction preceded the commence- 
ment of its fulfillment by twenty-eight 
years, three months and seventeen days. 
Ten years before the war began, the 
prophecy was published in England and 
circulated both in that country and in the 
United States. There can be no question, 
therefore, as to the prophecy preceding 
the event. * * * Actual 'hostilities were be- 
gun by South Carolina, and the first gun 
in the war between the states was fired 
from her shores. * * * This was the be- 
ginning of a war between the states of 
the federal union, which has been truly 
characterized as one of the most tremen- 

dous conflicts on record. The din of its 
clangor reached the remotest parts of 
the earth and the people of all nations 
looked on for four years and upwards, 
in wonder and amazement, as its gigantic 
proportions loomed forth, and its hideous 
engines of destruction of human life and 
everything of human structure were ter- 
ribly displayed in its sanguinary progress 
and grievous duration. * * * The war be- 
ginning in the rebellion of South Caro- 
lina terminated in the death and misery 
of many souls. * * * The entire loss on 
both sides, including those who were per- 
manently disabled, as well as those killed 
in battle, and who died from vvounds 
received and diseases contracted in the 
service, amounted, upon a reasonable esti- 
mate, to the stupendous aggregate of 
1,000,000 of men! * * * In the revelation 
the statement is made that the southern 
states shall call upon other nations, 
even the nation of Great Britain, as it is 
called, and they shall also call upon other 
nations in order to defend themselves 
against other nations; and then (when 
Great Britain does that) war shall be 
poured out upon all nations. * * * Obser- 
vation of the leading events and the re- 
sults of the World War will bring con- 
viction that it was, in a large measure, the 
fulfillment of this prediction of the Proph- 
et Joseph Smith, uttered more than four 
score years earlier, that 'war would be 
poured out upon all nations'; for during 
its continuance sixteen established nations 
and three new ones which the war 
brought forth (making nineteen), assem- 
bled their human powers for the great 
conflict, fifteen on one side and four on 
the other. * * * War was literally poured 
out upon all nations; by the sword and by 
bloodshed the inhabitants of the earth 
were made to mourn." (Roberts, Com- 
prehensive History of the Church, Vol. I. 
pp. 204-302). 

Application: Learn and believe the 
prophecies of God as revealed through His 

Fourth Sunday, September 28, 1930 

Lesson 35. Th^ School of the Prophets— 

The Word of Wisdom— The Stake of 

Zion at Kirtland 

Text: Sunday School Lessons, No. 35, 

Supplementary References: Joseph 
Smith, History of the Church, Vol. I, pp. 
322-371; B. H, Roberts, Comprehensive 
History of the Church, Vol. I, pp. 305- 
313; Geo. Q. Cannon, Life of Joseph 
Smith, pp. 128-132. 

Objective: To show that the Lord is 

July, 1930 



concerned both for the physical and spir- 
itual welfare of His children. 
Organization of Material: 

I. During the winter of 1832-3 the 
Prophet organized the School of 
the Prophets. 
II. On January 22nd, 1833, an excep- 
tional conference was held at Kirt- 
III. Again, on January 23rd, the 
Prophet, the elders, and others as- 
sembled in conference. 

IV. On February 2nd, 1833. the 
Prophet completed his revision of 
the New Testament. 

V. On February 27th, Joseph Smith 
received from the Lord the famous 
revelation known as the Word of 

VI. On March 12th, 1833, six elders 
were sent on missions to the east- 
ern states. 
VII. On March 18th,_ 1833, Sidney Kig- 
don and Frederick G. Williams 
were ordained counselors, to the 
Prophet, thus creatirig the first 
Presidency of the Church. 
VIII. On March 23rd, 1833, a meeting 
was called by the Prophet with his 
brethren to appoint a committee 
to purchase land in Kirtland, upon 
which the saints might build up a 
stake of Zion. 
IX. Late in the spring and early in the 
summer of 1833, the Lord gave the 
Prophet many instructions relative 
to the erection of a temple in Kirt- 

Lesson Enrichment: "TOBACCO, an 
enemy of American Progress. * * * The 
famous inventor, Thomas A. Edison, gives 
this unqualified condemnation of cigar- 
ettes in a letter addressed to Mr. Henry 
Ford. He writes: 

Friend Ford: 

The injurious agent in Cigarettes comes 
principally from the burning paper wrap- 
per. The substance thereby formed is 
called 'Acrolein.' It has a violent action 
on the nerve centers, producing degener- 
ation of the cells of the brain, which is 
quite rapid among boys. Unlike most 
narcotics, this degeneration is permanent 
and uncontrollable. I employ no person 
who smokes cigarettes. 


"Mr. Henry Ford is one of the out-- 
standing opponents of the use of tobacco. 
He points out that many of those who 

employ labor on a vast scale, refuse to 
engage cigarette addicts. He quotes the 
following notice which was posted 
throughout the large factories of the Cad- 
illac Motor Company: 

Boys who smoke cigarettes we do not 
care to keep in our employ. In the future 
we will not hire anyone whom we know 
to be addicted to this habit. * * * We made 
a study of the effect upon the morals and 
efficiency of men in our employ addicted 
to this habit and found that cigarette 
smokers were loose in their morals, very 
apt to be untruthful. * * * We are proud 
to say that none of the prominent exec- 
utive men in this -Company use cigar- 
ettes for two reasons: 

1. They believe the effect to be in- 

2. It would be difficult to enforce a 
rule they themselves did not adhere to. 

"Many boys and girls will be interested 
to know that tobacco and good athletics 
cannot go together, as tobacco is partic- 
ularly injurious to the heart action and 
to the lungs; according to the famous 
New York surgeon, Dr. Abbe, only half ' 
as many smokers who seek to make the 
football squads are as successful as the 
non-smokers. 'Red' Grange, the brilliant 
football player, does not smoke himself, 
and advises those who seek athletic hon- 
ors not to do so either. It is refreshing 
to remember that this young athlete, 'Red' 
Grange, when offered $10,000 by a cigar- 
ette firm 'for the privilege of using his 
name, with the insinuation that he smoked 
that brand,' refused, on the ground that 
he did not smoke. 

"Professor Henry Farnum of Yale Uni- 
versity writes: 

To put the matter concretely, tobacco 
takers spend in a single year twice the 
amount spent by the entire country in 
railroad travel; * * * they pay out an- 
nually about three times the entire cost 
of the Panama Canal; they destroy di- 
rectly about three times as much property 
as was destroyed in the San Francisco 
earthquake. Their smokes and chews 
cost them just twice what it costs to 
maintain the Government of the United 

(Pamphlet, Tobacco, An Enemy of 
American Progress, published by Radio 
Station WHAP, New York City). 

Application: "Do I keep the Word of 

General Board Committee: Frank K. Seegmiller, Chairman ; assisted 
by Florence Home Smith. Lucy Gedge Sperry and Jessie ^lauqua 


First Sunday, September 7, 1930 


To make this lesson successful the 
teachers should have in their hands at 
least one picture for every story which 
they expect to call to the children's atten- 
tion. ,, 

Suggestive Pictures: "The Three Men 
in the Fiery Furnace." (The Bible Primer 
Old Testament page 100.) "Belshazzar's 
Feast." (Same book, page 102) "Daniel 
in the Lion's Den," (Same book, pagel04.) 
"Daniel Praying." (Bible and Church 
History Stories page 184.) "Daniel's 
answer to the King." (Same book page 
187 or Kindergarten and Primary set of 
. pictures.) "Esther Braves the King. 
(Same book page 192, the Bible Primer, 
Old Testament page 105.) 

It is hoped that the teachers will have 
small groups of children rather close 
around them so that all may see the pic- 
tures at same time. As the picture repre- 
senting the story of the Three Hebrew 
Children is shown let the children tell it 
to the teacher. By wise questions the 
teacher may help the children to tell about 
the courage and the faith tnese young 
men had. Whenever possible add to the 
period little illustrations of wise courage 
which have or might happen in the lives 
of children of this age. 

As the children gaze upon the distress 
shown in the picture of Belshazzar's Feast 
help them to contrast the feelings of the 
King at this moment with those of Daniel. 
What was it that made the difference? 

The story of Daniel in the Lion's Den is 
one of the most loved of all .hero stories. 
Be sure to show Daniel praying as well 
as Daniel in the den of lions. Note the 
calmness and the faith expressed in his 
face as he kneels to pray. What makes 
you think they are still there in the second 


As Esther speaks to the King (See 
picture) let the children suggest what 
helped her to have the courage to do this 
thing, that others dared not do. When we 
are about to have our tonsils out or we 
are ready to be vaccinated or inoculated, 
what can help us to be calm and brave? 

Tell the children that this ends our 
lessons taken from the Old Testament. 

Next time we will talk about the coming 
of a new King, Jesus Christ. In many 
of our recent stories we have studied good 
men; prophets, priests, etc., who have 
been trying to ^help the people love the 
Lord and to get ready for the coming 
of a new king. 

During the week perhaps the children 
would like to hunt in their Instructors and 
in their Bible Story Books for pictures of 
prophets, priests, kings and other good 
men who have helped these people to live 

Second Sunday, September 14, 1930 


Lesson 78. 

Text: Matt. I; 18-25; Luke I;26-38. 

Objective: The Lord directs and 
blesses those who try to serve Him. 

Memory Gem: 

Joseph, thou son of David, be of good 
cheer, all will be well with you and your 
wife Mary. She shall have a little s_on 
and you are to call his name Jesus, for 
He will save the people from their sins." 

Songs: I'll Serve The Lord While 1 
Am Young, Deseret Sunday School Song 
Book. Dare To Do Right, Primary Ass'n 
Song Book. 

Pictures : 

Organization .'of Material. 
I. The Hebrews Looked for a King. 

a. Because God had so promised 

b. Many tried to live righteous lives. 

c. The period of waiting seemed long, 
II. An Angel Brought a Message for 


a. Mary was an intelligent, beautiful 

b. He said Mary was to have a son. 
1. The Son was to bless everyone. 

c. Mary makes preparations for His 

III. Joseph Received the Same Message. 

a. Joseph was to be Mary's husband. 

b. He received the message in a 

c. He was told the child's name. 

d. Joseph's faith. 

Lesson Enrichment: Point of Contact. 
Let the children tell what we do when we 
are waiting for someone to come. Besides 


•'«*'. 1930 



going to the window, the door, the gate, 
etc. to look for them, there is something 
we do to our houses and to ourselves first. 
We get ready. How do we get our houses 
ready? How do we get ourselves ready? 
For years and years some folks looked 
for a King. The Lord gave them good 
men to help get them ready for His 
message. Show quickly the pictures of 
Moses, Samuel, Elijah, EHsha, etc. (From 
the Instructor and Bible and Church 
History stories,) as men who helped to 
get Israel or the Jews ready for the com- 
mg of their King. One good man even 
told them who His mother was to be and 
said that He should be a "Prince of 
Peace." As it neared the time of His 
coming, other people were told about it. 
Illusitrations— Questions— Application, 
etc: Ask some children to tell how the 
youth Joseph Smith was directed, one 
hundred years ago, what work the Lord 
had for him to do and how he helped him 
to do it. Everyone of us has a work to 
do. What causes us to think that God 
will help us to do it? What kind of "ears" 
should we have to be able to hear the 
voice of the Lord when He whispers to 

Third Sunday, September 21, 1930 

Lesson 79. The Birth of Christ. 

Text: Luke 1:1-7. 

Objective: The more we have, the 
more we give. 

Memory Gem: "For God so loved the 
world that He gave His only begotten 
Son, that whosoever believeth in Him 
should not perish, but have everlasting 

Songs: Away In A Manger, Deseret 
Sunday School Song Book. Christmas 
Lullaby. Song Stories, Patty Hill. Why 
Do Bells For Christmas Ring, Songs In 

Pictures: "The Arrival at Bethlehem" 
(Bible and Church History Stories, Part 

II. Page 10.) "Jestis Laid in a Manger.'' 
(Bible Primer — New Testament, Page 7.) 
Organization of Material. 

I. Mary and Joseph Jouiney to Bethle- 
hem. ^ 

a. To register for taxation. 

b. Description of the Journey. 

I. Joseph's love for Mary shown 
by his gentleness to her. 
II. They Find Lodging in a Stable, 
a All the inns are crowded. 
b. A stable or kahn offers accommo- 
1. Description. 

III. The Lord Sends His Son to Them, 
a. He was born in a manger. 

b. Mary wraps Him in swaddling 

Lesson Enrichment: Point of Contact: 
Talk with the children a little about the 
kind of gifts they like to have given to 
them_. Find out what kind of a gift they 
consider an out-of-the ordinary gift. Let 
them name what they tnink is the greatest 
gift any body has ever given to another. 
This little story tells how important it 
IS to give help to others. 

One day Martinus, afterwards known 
as Samt Martin, Bishop of the city of 
Tours in France, was gomg out of the 
gate of Amiens (another city in France) 
when he met a poor, half-naked beggar, 
shivering with cold. He lelt sorry for 
him, but having nothing to give but the 
cloak he was wearing, he cut it in two 
with his sword, and gave half of it to the 
beggar. Then he covered himself as best 
he could with the other half. That same 
night when he was asleep, he dreamed he 
saw that the Lord Jesus Christ was wear- 
ing on his shoulders the half of the cloak 
which he had given to the beggar. In his 
dream Jesus said to the angels who stood 
around Him. "Do you know who it was 
who thus covered me? It was Martin, 
good hearted, Martin, who gave it to me." 
Because of the many good deeds Saint 
Martin did, he is loved and honored by 
all the French people today. 

All during His life Jesus was known to 
be pleased with folks who shared what they 
had with others, and who gave as gifts, 
services to others in little acts of kindness.' 
One way to understand why Jesus did this 
is to remember that He Himself is the 
greatest gift ever given to the world. For 
God so loved the world, that He gave 
His only begotten Son, to die for the sins 
of the world. Another way to understand 
it, is to think of the love and devotion that 
existed in His earthly home. Then tell 
the story of His birth, of His coming as 
the first Christmas present. Show how 
Joseph and Mary left their work to go pay 
their taxes and do the will of their king. 
Show the devotion of Joseph on the journey, 
etc., etc. 

Questions— Illustrations— Application : If 
there is time let some child tell of some 
one who has given a kind deed to another. 
In our homes what gifts of service may boys 
and girls of our age give? Name some 
outdoor things that need to be done dur- 
ing the months of September and October. 

Fourth Sunday, September 28, 1930 

Lesson 80. The Message to the 

Text: I,yke JI:8-30, References: 



July, i9?o 

"Weed's Life of Christ for the Young." 
"Ben Hur XL" 

Objective: The more we love, the 
more we give. 

Memory Gem: Fear not; * * * i" or 
unto you is born this day in the city of 
David, a Savior, which is Christ the Lord." 

Songs: Far, Far Away, On Judea's 
Plains, — Dcseret Sunday School Song 


Organization of Material. 

I. Shepherds Watched Their Flocks by 

a. On the plains near Bethlehem. 

I. Where Ruth had gleaned and 
where David had tended his 

b. They were seekers aftei truth. 

1. Were rough in appearance but 
good at heart. 

2. They were looking for the com- 
ing of their king. 

3. Each Sabbath, they worshipped 

4. They devoted themselves to 
their flock. 

II. An Angel Brought the Message. 

a. He came preceded by a bright 

b. Brought good tidings of great joy. 

1. For all people. 

2. That a Savior was born. 

3. He was lying in a manger. 

c. A heavenly host joined him. 

L They praised God. 
III. They Went in Search for Their King. 

a. That they might do him homage. 

b. They told the good news to others. 
. c. Returned glorifying God. 

d. The effect of all this upon Mary. 

Lesson Enrichment: Point of Contact: 
When a new babe arrives at our house, 
what is one of the first things we do? 
And to whom do we tell the good news? 
And why are we so anxious to tell every- 
body about it? In our story today it was 
not so much the family of the newly born 
baby who spread the good news but_ it 
was the Lord, the One who gave the gift, 
who heralded it in song and in story. 

Discussion — Application: Let us think 
a Httle about the kinds of gifts the shep- 
herds gave in our ,story today. They left 
their flocks and journeyed to the stable 
to do Him honor, they told the good news 
all along the way, and they praised and 
glorified God. Besides givmg to the 
world His Son, Our Father blessed these 
humble shepherds with a visit from an 
angel, with a mess;&.ge direcfly from 
Himself and with the joy of seeing a 
heavenly host and hearing their praises 
to God. And who had the honor of being 
the first to hear this wondrous message? 
May songs, praises and prayers to God 
from little folks like us, be considered 
gifts of service? How tlo we feel when 
some one smiles and thanks us heartily? 
In every child's prayer what else should 
there be b^^sides asking for blessings? 


General Board Committee: 

Charles J. Ross, Chairman; George A. Holt, Vice Chairman; 
assisted by Inez Withech 


First Sunday, September 7, 1930 


This is the Sunday which is set aside 
for the children to do most of the talking. 
They are to tell the stories suggested by 
the pictures used last month. Since there 
are so few pictures to be obtained of 
Daniel and his companion, it may be best 
to let the children tell this story to you 
in response to your questions. After they 
have told about how strong, how fine 
looking and wise Daniel grew to be be- 
cause of the plain food he ate, how would 
it be to place in your lap a dozen or more 
pictures of various kinds of foods? (Add 

some new ones to the collection which yo;i 
made last month by cutting out pictures ot 
foods from magazines and catalogues and 
mounting them on brown wrapping 
paper.) Ihen call one child to you and 
let him choose the picture of one food 
whir.h Daniel ate, then let him place it in 
the front of the room where it can be 
seen. Call another child and let him 
choose another one etc., until fruits, 
vegetables, cereals, milk and water have 
been chosen. Then suggest that the chil- 
dren choose what they would like to eat 
for their dinner today. Give each child 
a turn one by one to choose a picture of 
one food from your lap and place in 
another prominent place in the front of 
the room. When the Sunday dinner is 
chosen let the children discuss it a littk 

Juiy, igso 



deciding whether the proper foods for 
good health are there. Then tell "How- 
Bessie Kept the Word of Wisdom," 
(Lesson 59) and one other which we told 
last month. 

Be sure to repeat the Memory Gem. 

Songs for the Month: "He Who Lacks 
Wisdom" — Kindlergarten and Primary 

"Obedience"Francis K. Thomassen. 

"God's Work"— Patty Hill's, Song 

Rest Exercises: Review the rest exer- 
cises used last month. 

Second Sunday, September 14, 1930 
Lesson 62, Joseph Smith's First Vision. 

Text: "Sunday Morning in the Kinder- 
garten,' "History of the Church," or "Life 
of Joseph Smith," "From Ploughboy to 
Prophet" Pages 1 to 13. 

Objective: Earnest effort to prepare 
one's self for the wcrk of the Lord is 

Pictures: "Joseph Smith's First 
Pfpyer," Kinderg-'-tr>n and Primarv Set 
of Pictures. "Joseph Assisting His Father 
on the Farm," From Ploughboy to 
Prophet, by William A. Morton, Page 4. 
"Joseph Reading the Bible," same book 
page 7. "Joseph Praying in the Grove," 
same book page 8. 
Organization of Material. 

L Joseph Smith, An Earnest Boy. 

a. His parents, religious people. 

b. His home life. 

c. Religious revivals worry him. 

L Anxious to know which church 
is true. 

d. He was a reader of the Bible. 
IL He Seeks Wisdom from Heaven. 

a, A passage from the Bible gives 
him inspiration. 

b. In faith, he prays to God. 
III. His Glorious Reward. 

a. The Father and His Son appear. 

b. Their message. 

1. None of the churches true. 

2. If Joseph is faithful he will help 
start the true church. 

Lesson Enrichment: As an approach 
to the lesson one migh|t ask questions 
similar to the following: When a boy 
wants a ball, whom does he ask for it? 
When a girl wishes some money for candy 
whom does she ask? When mother needs 
a new dress with whom does she talk over 
the matter? The father is the head of 
the family. He loves his wife and his 
children. He is glad to give them what 
ever they need if he can. But sometimes 
he says to Johnny, "Well, son if you need 
a new hat, I'll find you a job so you can 
earn enough money to buy the hat you 
wish," And Johnny answers, "Surely 

father, that would ,be great fun." 1 
wonder why father likes Johnny to earn 
some of the money he needs? When a 
boy knows how to work and earn when he 
is little, he surely will make a better 
father. Why? And every boy is anxious 
to be a father some day and every girl a 
mother because that is their life's work. 
Today we are g-^ing to talk about a boy 
who was verj' anxious to learn how to do 
his life's work. 

IlUistrations — Application: Tell the 
children a little about Charles Lindbergh. 
What has he done? How did he happen 
to be able to fly an airplane so well? 
Whenever he makes a trip what must he 
do to get ready? What must a carpenter 
do to get ready for his work? A doctor? 
A farmer? What would we Hke to do 
some day? How shall we get ready if 
we are going to be carpenters? To be 
little mothers, what shall we do to get 
ready? To be mother's helpers, what can 
we do to be good workers? 

Rest Exercise: Let the children rep- 
resent the trees in a grove. They may 
choose the kind of trees they wish to be, 
some pines, some maples, etc. The trees 
are softly swaying, bees are buzzing and 
butterflies are in the air. Some of the 
children may represent the bees, birds and 

Gem for the month: 
"Remember your prayers, little children 
Both morning and evening each day. 
The Lord is e'er ready to hear you 
He loves all his children to pray." 

Third Sunday, September 21, 1930 

Lesson 63. The Book of Mormon 

Text: Use same texts as mentioned 
for previous lesson. 

Objective: Earnest effort to prepare 
one's self for the work of the Lord is 

Pictures: See Kindergarten and Pri- 
mary Set of Pictures. See also "Visit of 
the Angel Moroni," from Ploughboy to 
Prophet by William A. Morton page 14. 
"Joseph Visits Cumorah and Views the 
Plates," same book page 16. 
Organization of Material. 
I. Joseph, Disheartened, calls Again Up- 
on the Lord. 

a. He had been ridiculed by non- 

b. He had tried to live near to ' the 

1. By watching his speech. 

2. Thinking kind, good thoughts. 

3. By daily prayer. 

c. He asks for a manifestation from 



July, 1930 

1. That he might know if the Lord 
was pleased with him. 
II. Moroni comes with a New Message. 

a. Moroni was an angel from Heaven. 

b. His message. 

1. That God had a work for him 
to do. 

2. Joseph to be known everywhere 
for good or for evil. 

3. An ancient book to be revealed. 

4. Joseph's fidelity to be tested. 

c. The Message given four times. 
Lesson Enrichment: Point of contact. 

On my way to Sunday School this morn- 
ing I saw a Httle ant trying to move a 
great big crust of bread. It was working 
so earnestly, I stopped to watch it. Have 
you ever seen an ant try to move anything 
larger than itself? How did it act? What 
was the result? 

Our story today tells how Joseph Smith 
tried to do some work, which at times, 
was as big to him as the crust of bread 
was to the ant. 

Application: Let the children name 
two things which they may do each day 
to help them get ready to help the Lord. 
Name two- things they can do to keep 
themselves strong? Let them learn and 
sing two or three times the chorus from 
the song, "Put Your Shoulder to the 

Rest Exercise: Joseph worked with his 
father in the grain field. Perhaps he 
drove the oxen. — Helped to cut the grain 
with a sickle, to beat it with a flail — to 
glean it from the ground. 

Fourth Sunday, September 28, 1930 
Lesson 64: The Precious Record. 

Text: Sunday Morning in the Kinder- 
garten and other books suggested for 
lesson No. 62. 

Objective: Earnest effort to prepare 
one's self for the work of the Lord is re- 

Pictures: Review the pictures shown 
last month. Use also "Copy of the Char- 
acters on the Plates," From Ploughboy 
to Prophet by William A. Morton, page 

Organization of Material. 
I. Joseph Visits the Hill Cumorah. 

a. He follows the angel's instruc- 

b. Finds the treasures. 

c. He cannot take them until he is 

1. Why? 
II. The Angel's Admonition and Mes- 

a. Four years must elapse. (Joseph 
to be taught by God.) 

b. Must visit the hill each anni- 

c. Tells who he is and that he has 
hidden the plates. 

d. Shows the difference between the 
power of good and the power of 

III. Joseph Trained by Our Father in 

a. He visits Cumorah faithfully once 
each year. 

b. Goes about his daily tasks in 

IV. He is Given Charge of the Gold 

a. He goes to Cumorah the fifth 
b. Moroni meets him and instructs Iiim. 

c. Joseph experiences joy in spite of 

d. By the aid of Our Father the 
records are translated. 

Lesson Enrichment: Before beginning 
the story for today, call the children's 
attention to the fact that things in nature 
are getting ready for winter. What are 
the leaves on the trees doing? What is 
happening to some of the flowers? What 
are the squirrels doing? Give the children 
the feeling that all nature knows the need 
of getting ready. Then tell how Our • 
Heavenly Father helped Joseph Smith to 
get ready for his great work — and how 
earnestly Joseph Smith tried to get him- 
self ready. 

AppHcation: This time let us stress 
the point that folks who wish to become 
strong in their work, do what is required 
of them right at the time it should be 
done. Call attention to the fact that 
Joseph Smith was asked by the angel 
Moroni to go to the hill Cumorah on a 
certain day. A day before would not have 
done nor would a day after. What hap- 
pens to little folks if they go to Sunday 
School by the time of a clock that is slow? 
What happens if they go by the time of a 
clock that is too fast? TaKe time during 
this period to learn and sing two or three 
times the little song which says,"Tick" 
the clock says, "Tick, tick, tick, 
What you have to do, do quick, 
. Time is gliding fast away, 
Let us work and work today. 

"When your mother speaks, obey, 
Do not loiter, do not stay. 
Wait not for another tick, 
What you have to do, do quick." 

(Kindergarten and Primary Songs, — 

Lesson 64. 

Siiig and dramatize "The See-Saw" iti 
the Riley and Gaynor Song book, 



Chipmunk Dolls 

By Georgiana Angell Milleti 

Rap ! Rap ! Rap ! "Hold those chip- 
munks tight in that sack, Danny. Just 
two more nails and I'll have this chip- 
munk corral all made." 

Hammer, hammer, hammer; "O, 
dear I've hit my thumb, Ouch !" 

"Blow it Bud, and lick it." 

"That's what I'm doing, Danny, now 
then." Bam ! "I'll make that nail go 
straight ; Got to hit it easier now, so it 
won't bend again." 

Tap. Tap. Tap. And the chip- 
munks corral was all done. 

"What'll they eat, Bud?" 

"Put them in the pen, and we'll get 
peaches for them. They like to crack 
the pits open and get the bitter nuts 

Then Bud and Danny went through 
the gate. They went over the hill to 
grandpa's peach-orchard, and gathered 
peaches for two wee animals. These 
little animals were small like a field 
mouse. They had bushy tails and they 
held them high over their backs. And 
they had two beautiful brown stripes 
down their backs. And the stripes 
reached from their gray little ears to 
their gray little tails. I 

And their eyes were sharp! 

And their ears were sharp. 

And their teeth were sharp, O, so 

And they could crack nuts with their 
sharp little teeth. 

So Bud and Danny would bring them 
pits to gnaw and crack open. 

Sue and Dot were Bud's and 
Danny's sisters. 

They were hid behind the big box 
by the chipmunk corral. 

They watched Bud and Danny go 
through the gate and over the hill. 
And O me they wanted Bud's and 
Danny's chipmunks for Chipmunk 

Sue said, "lets put doll dresses on 
these cute little chipmunks?" 

"O, yes, lets?" said Dot. 

"And doll bonnets," said Sue. 

"But we must hurry before Bud and 
Danny come back." 

So Sue and Dot climbed into the 
chipmunk corral. And dear me, didn't 
the chipmunks scold? 

These little chipmunks were fright- 
ened you see. 

But Sue and Dot could catch fluffy 
yellow chicks. 

They could catch old white-cat's little 
wild kittens. 

Then they tried very, very hard, and, 
sure enough they caught the wiggly 
little chipmunks. 

They held them fast in their aprons. 

Then they went away to find their 

They tried Belinda-doll's blue silk 
dress on one little chipmunk. 

They tried Panzy-doll's pink silk 
dress on the other little chipmunk. 

But O, how frightened were those 
poor little chipmunks. 

They wanted to get away quickly. 
^ And just as Sue dropped the blue 
silk dress, that belonged to Belinda- 
doll, over her chipmunk's eyes, he stuck 
his sharp little teeth in her thumb. 
"O, oooh !" Sue dropped him you bet- 
While just then Dot's chipmunk 
wiggled out of Panzy-doU's pink silk 



July, 1930 

dress, and he scratched Dot's hand with 
his sharp hind feet. 

Dot let go quickly and away he ran. 

"Dear, oh dear, now what shall we 
do?" cried Sue. 

"Yes what shall we do?" cried Dot. 

And, hush! There were Bud and 
Danny coming through the gate. 

Sue and Dot did not think that the 
boys would return so soon. 

"Get behind the big box quickly 

"O, yes, quickly Sue." And Sue 
and Dot hid behind the big box by 
the "corral. 

"We'll never tell them we did it." 
whispered Sue. 

"No, we'll never tell who took 
the chipmunks," said Dot. 

Then when Bud was near the corral 
he said to Dan. 

"We'll hitch them on to the little 
red wagon.'* 

And Dan said, "why we can have 
them for real 'little poniies!" 

Then the boys held peaches over 
the corral fence. 

They called, "chippie, chippie, here's 
nice red peaches. 

"b, Bud! They're gone!" cried 
Danny. "O, some one has let our 
chipmunks go." And big tears came 
into Danny's eyes and ran down his 

Then Sue and Dot hid farther be- 
hind the big box. 

Bud hit hard Httle fists on the side 
of the corral. 

"A-kitch-oo. a-kitch-oo," sneezed 
Dot behind the big box. . 

"O, ho!" Shouted Bud. I can see 
Sue's apron. There's Sue and Dot be- 
hind the big box. So you took our 
chip munks. Quick ! Danny head them 
off. Old tom-girls. I'm going to lam 
this can at you. You let our chip- 
munks go." Bang ! and away went the 
can landing at Sue's feet. 

"Mamma, Mamma!" Sue called. 

"Here's ten cans Bud, we'll throw 
them all." 

Bam! bang! bang! 

"Wait a moment," squealed Dot. 
But whir-ee. Jwst then one can 
struck Dot in the eye. And yes, the 
very worst thing had happened. Dot's 
eye was cut. A little red stream ran 
down her cheek. 

"Moo-ther I'm hurt," wailed Dot. 

Then you should have seen Bud and 
Danny run. And now they hid behind 
the big box by the chipmunk corral. 

Here came mother now. 

She took one look at Dot's eye. 
Then she took a clean handkerchief 
from her pocket. She tied it over Dot's 
eye. She then put Dot in the big car. 

Bud and Danny stuck frightened 
little faces from behind the big box. 

Sue was crying. 

"I'm taking her to the doctor. Sue," 
mother said. "Don't cry, I don't be- 
lieve she's hurt badly." 

Quickly then the big car was whir- 
ring out of the driveway. 

Soon they reached the Doctor's 
office. Kind Doctor Brown, with 
brown rims on his spectacles, bathed 
Dot's eye. The eye looked black and 
swollen. There was a small cut on the 

Dr. Brown put a small piece of ad- 
hesive tape on the cut. He put a 
bandage on the eye. 

Then Dr. Brown said, "Always be 
careful of your eyes little girl.* 

And then Dr. Brown shook his head 
and said, "We can't afford to loose 
our eyes, no indeed we can't." 

Dot's mother then shook hands with 
Dr. Brown. She paid him some money 
from her brown purse. 

Soon they were home again. Sue 
was waiting f6r them. Bud and Dan 
were waiting, too. 

When the big car came through the 
gate. Sue came through the door. 

And Bud came — 

And Danny came. 

They looked very sorry. 

But Dot smiled just like she used to 
smile. She didn't look hurt much. 

"I'm not hurt badly, Sue. I'll be 
well in a few days." 

July, 1930 



Sue smiled a little then. She smiled 
because Dot's eye would be well so 
soon. Bud and Dan looked happier 
too. So did mother. She smiled just 
a little bit. She said, "Now come into 
the house and tell me about it." 

"Mother dear, I'm to blame," said 
Sue, "I started it." 

Then Bud coughed and said, "Well 
of course I threw the first can. But 
I just wanted to scare them." 

Then Danny said, "O, yes, we only 
meant to scare them." 

"But should you throw a can to scare 
people?" mother said. 

Then they told her all the story. 
They told her about the chipmunk 
dolls. Dot rested on the couch. 

Mother said, "I'm very, very, sorry 
that Sue and Dot took the chipmunks. 
I'm sorry that Bud and Danny threw 
the cans, and I'm going to let you tell 
me how to make it right. Sue may 
speak first. Sue thought a moment. 

"Well, mother, would my twenty 
pennies do ? I could give them to pay 
for the chipmunks. 

"You next Bud," mother nodded. 

"Hadn't we all ought to give to Dot 
because she's hurt?" 

"O yes, mother, we want to do that," 
Sue and Danny said. 

So mother said, "fine." 

Then Sue gave twenty pennies. Bud 
gave his beautiful story book. It had 
fairies and giants in it. Danny gave 
his green froggie bank. But would 
Dot have them ? O, no. 

She said, "Mother, the boys lost their 
chipmunks. I'm going to give them 
each a white pullet. You know, the 
ones Sister Murray gafve me. And 
Mother, I don't want to take 'their nice 
things. I'll just borrow them. And 
Sue can read me the stories, of the 
fairies and giants. Then I'll give one 
pullet for her to Bud. And I'll give 
one pullet to Danny, because I was 
going to let them have the pullets any- 

^"Dot has fixed it fine," said Mother. 
"But I am going to give her and Sue 

something. Two fluffy brown baby 
chicks. I'll ask old brown mother hen 
for them." 

Then they all laughed. And Mother 
said, "Let's go into the kitchen now and 
eat appletarts." 

Spiders Forecast Weather 
By Earle W. Gage. 

Did you ever observe that the lowly 
spider is able to forecast weather in 
an uncanny manner? Cjlase obser- 
vation reveals that these tiny insects 
have knowledge of coming weather 
conditions which no instrument per- 
fected by scientists is able to duplicate. 
If the day is to be fair and quiet, the 
strands supporting the web which the 
spider builds will be far flung. It is 
not an uncommon thing to find that, 
from the center of a web to the point 
where the extremities of the thread are 
attached, will be three or more feet. 

It is, of course, an advantage to the 
spider to have the web as fully ex- 
tended as possible, since he depends 
upon flies and other insects for 
food. The larger the web, the larger 
the catch, as this insures a greater 
number of insects blundering into the 

Some hours in advance of the com- 
ing of wind and rain, the spider will be 
found hard at work shortening the 
strands which support the web. The 
knowing insect will get to work long 
before there are even signs in the sky 
that a change is coming, and by the 
time the storm breaks, his "house has 
been put in order." 

On a cloudless morning, take pains 
to see what the spiders are doing. Al- 
though the sun may break as brightly 
as ever, you may believe that an excel- 
lent day is almost assured. However, 
upon visiting the spider's web you may 
be surprised to find him shortening the 
strands and arranging these in a tighter 
manner. Instead of supporting threads 
two or more feet in length, he possibly 
has shortened them down to five or 
six inches. 



The Budget Box is written entirely by children under seventeen years of ago. 
To encourage them, "The Instructor" offers book prizes for the following: 

Best original verses of not to exceed twenty lines. 

Best original stories of not to exceed three hundred words. 

Best amateur photographs, any size. 

Best original drawings, Black and white. 

Every contribution must bear the name, age and address of the sender, and must 
be endorsed by teacher, parent or guardian as original. 

Verses or stories should be written on one side of the paper only. Drawings 
must be black and white on plain white paper, and must not be folded. 

Address: The Children's Budget Box, "The Instructor," 47 East South Temple 
Street, Salt Lake City, Utah. 


When fasting or fast day is men- 
tioned most young people think of star- 
vation, but they don't reaHze that ab- 
staining from food for twenty-four 
hours is very beneficial to their diges- 
tive organs. More people get sick 
from over-eating than from not eating 
enough. We know from experience 
that there is more strength in restraint 
than in indulgence. It may take some 
will-power to resist eating while fast- 
ing but by exercising this will-power 
it will contribute to a strong character. 
It will help to build the finest type of 
men and women. 

In church history we find many in- 
stances where people fasted for a pe- 
riod of days in order to let their spirit 
gain greater strength over their bodies. 

The Lord has spoken to us in the 
last dispensation concerning fasting 
but expects us to do it with cheerful 
hearts and countenances that thy fast- 
ing may be perfect or in other words 
that thy joy may be full. 
Age 14, Lawrence Hofer, 

818 5th ave., Salt Lake City, Utah. 

Mesa Verde 

I live in the little town of Mancos in 
the southwestern corner of Colorado, 
Mancos is the gateway to the Mesa 
Verde National Park. 

Mesa Verde has the greatest cliff 
ruins in America. 

Tourists from all over the world 
visit these ruins every summer. The 
road on the east from Point Lookout 
I can see from my home ten miles 

Age 8. Elna Decker, 

Mancos, Colorado 


Eastertime Wjill soon be here, 

For some, happiest day of the year. 

We color eggs all bright and gay, 
So we can have a happy Easter day. 

Oh, coloring eggs is lots of fun. 
Then away to the hills we go on a run. 

Singing along, so full of glee, 
Oh, Easter day is the time for me. 

Bernice Perrins, 
Age 8. Ogden, Utah. 

July, igjo 




Our old dog Rover rolled over and 

He bit the cow's tails as they ran to the 

clover. , 

I gave him a house to sleep in 
And I'll swan if the chickens didn't 

peep in. 

Our old dog Rover died one night 
And we all cried till we lost our sight. 
Lost to us is our old dog Rover, 
So we buried him in the clover. 
Age 11. Inez Brown, 

R. F. D. 3, Rexburg, Idaho 



In the spring when flowers bloom 
When there is no more of gloom, 
And apple blossoms are glowing 
When the river with pride is flowing— 
In the spring ! 

Spring is here ! Birds sweetly singing 
Spring is here ! Boughs gayly swing- 
The birds are soaring through the 

fresh spring air 
And the animals are wakened from 
their woodland lair. 

In the spring ! 
Age 12. Paul Carroll, 

725 Upton St., San Angelo, Texas 

North Wind 

From the north the wind descending, 
Froze the rivers in the meadows, 
Froze the streamlets in the pastures. 
Blew the ships about the ocean, 
Whirled the leaves about I in fury, 
Made the icicles on the house' tops, 
Made the snow come down in blankets, 
Made the fire roar up the chimney. 
From the dazzling white of North 

In the hunger moon of Snow Shoes. 
Age 14. William Ernest Humphrey, 

Heber, Arizona 


I am going to coast down the hill to- 
That will make me happy and gay ; 
It will make my nose look like a cherry. 
Then all of us will be glad and mer- 

Oh how gay and glad we are, 
Because our sleighs will coast so far. 

Cold Jack Frost will bite my nose. 
He will bite my fingers and bite my 
toes ; 
He will make my nose as red as red, 
But it will get warm when I go to 
So will my fingers, and so will my nose, 
So will my cheeks and so will my 

When I get up so early next day, 
I will put on my coat and go out to 
play ; 
How sorry I'll be when the snow 
goes away, 
It won't be so very much fun to play. 
Age 9 Stella Chivers 

R. F. D. No. 1 
Rigby, Idaho. 

Dear Children from other lands: 

I am a little girl of six years. I 
have to lie in bed because I have 
rheumatic fever and a bad heart. 

I am not so bad off as some little 
boys and girls though, because I may 
be better by Easter and lots of others 
may never walk again. 

I have to take my medicine every 
four hours, but I don't mind, because 
it is so good it tastes like lemonade. 
_ I hope that all little sick boys and 
girls like their medicine as well as I 

This is all for this time, so goodbye. 
Age 6. Celma Lucas, 

Stavely, Alta. 

Honorable Mention 

Veria Call, Tucson, Arizona 
Emma Gates, Salt Lake City, Utah 
Ruth Ison, Woodruff, Arizona 
Lorna Koch, Reno, Nevada 
Lovinda Kofoed, Banida, Idaho 
W. O. Melvin, Jr., Columbus, Ga. 

Polly Winkums 




~" ^ ¥ /TRRF/S a big, round ring, two -^ ^ 
^l;^land a laughing-^. That's the 
picture of "old Mr. Sun " Polly 
inkums sat on theMjiin her pretty 
■I and -looked up and 
winked one # . You see, it was the first of April, 
and Polly and Mr^^^ had a secret. Polly 
Winkums loved to be out on the porch and watch the 
little girls and boys go to school. Grandma Winkums 
was eating her oatmeal from the big round oatmeal 
^^ and Grandpa Winkums was drinking 
from his big china ^^ . All at once H^len popped 
her head in the JM . "Look, look. Grandma 
Winkums, at the big hole in your lace "^ 
cried. Grandma Winkums dropped her 
^^^'^^ and Grandpa Winkums almost 
tipped over the cream "'^^i''" . They 
both jumped up to see. ** April Fool ! *' 
laughed Helen, and down the steps shel 

ran and out of the] 

How Grandma and 

Grandpa Winkums did laugh. "Now, we*ll have 
5ome fun/* thought Polly Winkums, as he winked 

July, 1930 



again at oW Mr^/T^^ . ^i:3AIong the sidewalk came a 
little "ii^'' and '^wili^f^t with their ^^ under 
their arms and lunch ^^ in their hands. "You're 
/^^c?S^. late! You re late!" called 

My ! how wide their ^ ^ did open. 
They looked about. Then how fast 
their little ^ ^ did go. " Run, run/' 
aughed ^p^ . "You're jMe! 
You 're late ! " But oh, dear me ! The little >^0 
fell and bumped her U^ . The \^ dropped his 
lunch r^ and ^T/ . A big *^^^ran out of a 
ij^j^ and barked at the noise. Then Helen came 
out. She ran across the street and wiped the tears 
from the little girl's ^^ ^ . " You *re late !" screamed 
j^^l . " Ha-ha-ha— April Fool ! " " Why, it's only 
Polly Winkums," laughed Helen. 
Grandma Winkums opened the 
, D D and asked Helen what was 

l |DD| i 

the matter. Then, "Grandpa 

Winkums," she called, "bring out 

that big4^^^ of doughnuts." 

"Ha-ha-ha!" laughed Helen. 

"And it's April Fool for you, Polly Winkums, 

for you can't have even a bite of a doughnut," 




, Wise- Crack 

"That's the guy I'm laying for." said 
the hen as the farmer went by. 

A pedestrian has his rights— yes. The 
last sad rites.— Tampa Tribune. 

Many an argument is sound — merely 
sound.— Tampa Daily Tribune. 

When my wife wants anything she uses 
the sign language. She signs for this and 
signs for that. — Judge. 

The wife of an aviator is the only wo- 
man who 13 always glad to see her hus- 
band down and out.— Louisville Times. 

The motor-car will eventually _ drive 
people underground, says a traffic ex- 
pert. It often does now, if it hits hard 
enough. — Punch. 

Printer's copy: "Moses kills the task- 

Printer's proof: "Moses kills the toast- 
master." — Juvenile Instructor. 

Two burglars who broke into a New 
York drugstore were captured by the 
trail of perfume they left behind. The 
police blotter probably reads, "Arrested 
for fragrancy." — Judge. 

A German dancer who danced for 
nearly three hundred hours had to stop 
owing to a brain aflFection. Our suspi 
cion is that it was something of the sort 
that made him start. — Punch. 


Teacher — Willie, Can you tell me one 
of the uses of cowhide? 

Willie — Yes, ma'am. It keeps the cow 

Side Show 

Dicky — -My dad is an Elk, a Lion, a 
Moose and an Eagle. 

Micky — What does it cost to see him? — 


"Where is the man who keeps this res- 
taurant " asked a disgusted patron. 

"He's gone out to lunch," replied the 


Professor — Can you give me an example 
of wasted energy? 

Freshman — Yes, sir — Telling a hair-rais- 
ing story to a bald-headed man. — Onward. 

Wonderful Control 

Bridegroom (in poetic frenzy, as they 
stroll along the shore) : "Roll on, thou 
deep and dark blue ocean, roll!* 

Bride: "Oh, Gerald, how wonderful you 
are. It's doing it." 

Helped Him Decide 

Genesis: "Whut did yo' wife say when 
yo' got in at two las' night?" 

Exodus: "Sbe never say a word. Ah 
wuz goin' to have dem two front teeth 
pulled out anyhow." 


A certain country minister posted this 
notice on the church door: 

"Brother Johnson departed for heaven 
at 4:30 a. m." 

The next day he found written below: 
"Heaven, 9:00 a. m., Jo'hnson not in yet. 
Great anxiety." 

"Ain't Nalture Wonderful?" 


It was her first real view of a cotton 
plantation with the plants all in full 
bloom, the endless fields of white caus- 
ing her no end of wonderment. They 
stood spellbound at the spectacle until 
the young lady broke the silence by re- 

"What a wonderful crop of powder- 
oufifs! It's the first time I've seen them 
actually growing!" 


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material. That is why GLADE'S 
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THE INTER-MOUNTAIN POULTRY FARM SCHOOL is making a business of training men 

4 for this profitable field 

JTe are equipped and competent to teach you the Poultry Business from the Iminbtaior 

to the Market 


Inter-Mountain Poultry 
Farm School of Utah 

310 East 39th South Street Salt Lake City, Utah 

Country fmd District Salesmen and Salesmanagers Wanted 



Is Decorating Time — Inside 
and Outside the Home — 



'For the Adornment and Protection of All Surfaces" 






Of superior quaUty and wo^'-nansMP 

mannfactnred for thw' 


And ««ld at prices defying competition. WHen ordering from u. 

remember We Pay Postage 


ir>OR MEN 

9 .9S 


610 Ribbed Light Wt »!•»» 

609 Men's Light Weight •"» 

602 Extra Fine Quality i'?? 

614 Med. Wt. Ex. Quality 
605 Med. Heavy Cotton 


663 Med. Heavy Unbleached Cotton.. 1.95 

664 Med. Heavy Wt. Cotton l.»5 

620 Non-Run Rayon .---- *;\o 

680 Extra Heavy Unbleached jS.ja& 

660 Med. Wt. Silk and Wool 2.60 


703 Flat Weave —""—.■—/:■ -t ik 

719 Ribbed Light Weight 1-25 

792 Fine Quality Cotton f^.ou 

751 Fine Silk Lisle l.»» 

711 Silk Stripe Med. Wt - — !•»" 

710 Extra Quality Silk Stripe 1.9S 

714 Med. Wt. iExtra Quality i«J» 

718 Rayon ■-, - -- ^'Vi 

715 Super Quality Rayon 2.75 

720 Non-Run Rayon i'W» 

20% Extra Cliarge for Sizes over 46 ^ + „ io«ic 

Do not fail to «PeclfyNev. or Old Style a„d^«f^r ^an «r ^^--2%^^" M^nr*in«nt. 
short sleeve. »^-^^J^^^^%^lt^ltrL^XisentVj^^neau.s^ 





Every Article KlA with money-back raarantee 


239-241-243 So. Main Street 



Paramount Laundry 

Phono 1030 

8SS South State 





No Mould 

Wide Bloiitb 
Mason Jar 

Mason Jar 

Mason Jar 

No Spollasre 

Demand from your dealer tlie new and improved cap and 

Hd whi^h yve have developed after years of research work. 

They will stand any test. 

Manufactured by the 


lios Ang^elcs, California 


Portland, Oregon 

TKis CKocolate isi 
fialaitced for flealtk aii 

♦ Ghirardelli's Ground Chocolate is richer 
than cocoa . . . but not as rich as"bar"choc- 
/ date. That's why teachers and mothers of 
the West prefer it for children and for their 
own tables. It's balanced iot nutrition values 
. . . and for the full, fine flavor that nothing 
but chocolate can supply. 





FREE Write for 

''"Sweet Sixteen" 
Recipe Packet No. 2, 
014 North Point St., 
C>an Francisco, Calif. 



Say "Gear-ar-delly'* 




Investigation of 1-eating' experience in Salt Lake 'last v inter. 
wl.ile as yet incomplete, shov>s the average cost of natural gas for 
heating vo have been 171 percent of the cost of coal. 

An indcpenient investig-aiion conducted l.y the Utah-Iclal:;o d ap- 
ter of Hotel Greeters of America v, as summarized in a iullctiii 
recently issued to members in tLe foUov. ing manner: 

''Our investigation las proven tl at gas is a long way from 
being as economical as coal. * * * Another item is tbe statemeni 
of gas salesmen that gas is cleaner than coal. Mr. Allen testified 
that that was all 'boloney' * * * and it not in any ser;!:c 
eliminated cleaning in his buildings." 

Automatic coal heat was developed forty years ago. Automatic 
ooal stokers are available on easy terms. Expert free advice on your heating problems 
is available. Ask your retail coal dealer or communicate with this office. 


TOO Ezra Tlioiiiltson Building 


Salt I.iike City, Utah 

(Utah coal mines have an annual payroll in oxcessJ" of $7,00J,00J) 
fand expend another $2,000,000 through loVal 'p'lannels) 

(for supplies) ^ 



This describes the Old American System of Re-Roof ing right oyer the eld wood 
slungles with OLD AMERICAN ASPHALT SHINGLES. Successful on tliou- 
sands of homes. Ask us about it. 

No obligation. 

Phone Was. 26( 


1764 Beck St., Salt Lake 





Beneficial Life Insurance Co. 

Heber J. Grant, Pres. E. T. Ralphs, Gen. Mgr.